Science Book Studies as PLCs - MSTA 2010
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Slides for the MSTA 2010 presentation titled "Science Book Studies as Professional Learning Communities"
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Science Book Studies as PLCs - MSTA 2010
- 1. Science Book Studies as Professional Learning Communities
- 3. Introduction and Goals • Introductions:
- 4. Introduction and Goals • Introductions: • Nancy Williams, Stephen Best; Univ. of Michigan
- 5. Introduction and Goals • Introductions: • Nancy Williams, Stephen Best; Univ. of Michigan • MMSTLC used this format state-wide
- 6. Introduction and Goals • Introductions: • Nancy Williams, Stephen Best; Univ. of Michigan • MMSTLC used this format state-wide
- 7. Introduction and Goals • Introductions: • Nancy Williams, Stephen Best; Univ. of Michigan • MMSTLC used this format state-wide • Goals:
- 8. Introduction and Goals • Introductions: • Nancy Williams, Stephen Best; Univ. of Michigan • MMSTLC used this format state-wide • Goals: • Share how PLCs can be developed through book studies
- 9. Introduction and Goals • Introductions: • Nancy Williams, Stephen Best; Univ. of Michigan • MMSTLC used this format state-wide • Goals: • Share how PLCs can be developed through book studies • Determine why this may be an effective and efficient means of conducting a PLC
- 10. Introduction and Goals • Introductions: • Nancy Williams, Stephen Best; Univ. of Michigan • MMSTLC used this format state-wide • Goals: • Share how PLCs can be developed through book studies • Determine why this may be an effective and efficient means of conducting a PLC • Share resources and examples of PLC book studies in Practice
- 11. Why Conduct a PLC in this Manner?
- 12. Why Conduct a PLC in this Manner?
- 13. Why Conduct a PLC in this Manner? • Write down last professional book read
- 14. Why Conduct a PLC in this Manner? • Write down last professional book read • Were there things you wished you could share?
- 15. Why Conduct a PLC in this Manner? • Write down last professional book read • Were there things you wished you could share?
- 16. Why Conduct a PLC in this Manner? • Write down last professional book read • Were there things you wished you could share? • A way to collaborate with colleagues when time for face-to-face discussion is limited
- 17. Why Conduct a PLC in this Manner? • Write down last professional book read • Were there things you wished you could share? • A way to collaborate with colleagues when time for face-to-face discussion is limited
- 18. Why Conduct a PLC in this Manner? • Write down last professional book read • Were there things you wished you could share? • A way to collaborate with colleagues when time for face-to-face discussion is limited • Considerations of:
- 19. Why Conduct a PLC in this Manner? • Write down last professional book read • Were there things you wished you could share? • A way to collaborate with colleagues when time for face-to-face discussion is limited • Considerations of: • time
- 20. Why Conduct a PLC in this Manner? • Write down last professional book read • Were there things you wished you could share? • A way to collaborate with colleagues when time for face-to-face discussion is limited • Considerations of: • time • distance
- 21. Why Conduct a PLC in this Manner? • Write down last professional book read • Were there things you wished you could share? • A way to collaborate with colleagues when time for face-to-face discussion is limited • Considerations of: • time • distance • shared interests
- 22. Why Conduct a PLC in this Manner?
- 23. Why Conduct a PLC in this Manner? • As a means to engage with text to:
- 24. Why Conduct a PLC in this Manner? • As a means to engage with text to: • develop reflective practice
- 25. Why Conduct a PLC in this Manner? • As a means to engage with text to: • develop reflective practice • focus discussion on critical student learning issues
- 26. Why Conduct a PLC in this Manner? • As a means to engage with text to: • develop reflective practice • focus discussion on critical student learning issues • collaborate in the analysis and improvement of instructional practice
- 27. Why Conduct a PLC in this Manner? • As a means to engage with text to: • develop reflective practice • focus discussion on critical student learning issues • collaborate in the analysis and improvement of instructional practice • introduce and review new professional literature or research
- 28. Why Conduct a PLC in this Manner? • As a means to engage with text to: • develop reflective practice • focus discussion on critical student learning issues • collaborate in the analysis and improvement of instructional practice • introduce and review new professional literature or research • deepen content knowledge
- 29. Why Conduct a PLC in this Manner? • As a means to engage with text to: • develop reflective practice • focus discussion on critical student learning issues • collaborate in the analysis and improvement of instructional practice • introduce and review new professional literature or research • deepen content knowledge • develop or improve scientific inquiry practice
- 30. How to Develop a PLC Through Book Study
- 31. How to Develop a PLC Through Book Study • Questions need to be asked regarding: goals, group-size, and format.
- 32. How to Develop a PLC Through Book Study • Questions need to be asked regarding: goals, group-size, and format. • Decide on Goals
- 33. How to Develop a PLC Through Book Study • Questions need to be asked regarding: goals, group-size, and format. • Decide on Goals • Professional Development?
- 34. How to Develop a PLC Through Book Study • Questions need to be asked regarding: goals, group-size, and format. • Decide on Goals • Professional Development? • Content specific focus?
- 35. How to Develop a PLC Through Book Study • Questions need to be asked regarding: goals, group-size, and format. • Decide on Goals • Professional Development? • Content specific focus? • Pedagogical understanding?
- 36. How to Develop a PLC Through Book Study • Questions need to be asked regarding: goals, group-size, and format. • Decide on Goals • Professional Development? • Content specific focus? • Pedagogical understanding? • Practice Centered?
- 37. How to Develop a PLC Through Book Study • Questions need to be asked regarding: goals, group-size, and format. • Decide on Goals • Professional Development? • Content specific focus? • Pedagogical understanding? • Practice Centered? • Discuss what might work for you with person next to you for 1 min.
- 38. How to Develop a PLC Through Book Study
- 39. How to Develop a PLC Through Book Study • Decide on Group Size and Audience
- 40. How to Develop a PLC Through Book Study • Decide on Group Size and Audience • individuals (2 or 3 colleagues)
- 41. How to Develop a PLC Through Book Study • Decide on Group Size and Audience • individuals (2 or 3 colleagues) • entire staff
- 42. How to Develop a PLC Through Book Study • Decide on Group Size and Audience • individuals (2 or 3 colleagues) • entire staff • grade-level
- 43. How to Develop a PLC Through Book Study • Decide on Group Size and Audience • individuals (2 or 3 colleagues) • entire staff • grade-level • inter-school: district wide, ISD/RESA, University STEM faculty with individual or group
- 44. How to Develop a PLC Through Book Study • Decide on Group Size and Audience • individuals (2 or 3 colleagues) • entire staff • grade-level • inter-school: district wide, ISD/RESA, University STEM faculty with individual or group • science department
- 45. How to Develop a PLC Through Book Study • Decide on Group Size and Audience • individuals (2 or 3 colleagues) • entire staff • grade-level • inter-school: district wide, ISD/RESA, University STEM faculty with individual or group • science department • curriculum specialists/consultants and science teachers
- 46. How to Develop a PLC Through Book Study • Decide on Group Size and Audience • individuals (2 or 3 colleagues) • entire staff • grade-level • inter-school: district wide, ISD/RESA, University STEM faculty with individual or group • science department • curriculum specialists/consultants and science teachers • Discuss what might work for you with person next to you for 1 min.
- 47. How to Develop a PLC Through Book Study
- 48. How to Develop a PLC Through Book Study • Decide on Format
- 49. How to Develop a PLC Through Book Study • Decide on Format • one text - shared forum (e.g. school improvement)
- 50. How to Develop a PLC Through Book Study • Decide on Format • one text - shared forum (e.g. school improvement) • multiple books and multiple reviewers
- 51. How to Develop a PLC Through Book Study • Decide on Format • one text - shared forum (e.g. school improvement) • multiple books and multiple reviewers • summary, review and discussion between groups or individuals
- 52. How to Develop a PLC Through Book Study • Decide on Format • one text - shared forum (e.g. school improvement) • multiple books and multiple reviewers • summary, review and discussion between groups or individuals • allows introduction and review of multiple titles individuals may not have time to review on their own, but wonder if they should read
- 53. How to Develop a PLC Through Book Study • Decide on Format • one text - shared forum (e.g. school improvement) • multiple books and multiple reviewers • summary, review and discussion between groups or individuals • allows introduction and review of multiple titles individuals may not have time to review on their own, but wonder if they should read • posting of pre-determined questions
- 54. How to Develop a PLC Through Book Study • Decide on Format • one text - shared forum (e.g. school improvement) • multiple books and multiple reviewers • summary, review and discussion between groups or individuals • allows introduction and review of multiple titles individuals may not have time to review on their own, but wonder if they should read • posting of pre-determined questions • Discuss what might work for you with person next to you for 1 min.
- 55. How to Develop a PLC Through Book Study
- 56. How to Develop a PLC Through Book Study • Set-up of Technology (simple to more complex)
- 57. How to Develop a PLC Through Book Study • Set-up of Technology (simple to more complex) • e-mail between individuals (least beneficial to groups)
- 58. How to Develop a PLC Through Book Study • Set-up of Technology (simple to more complex) • e-mail between individuals (least beneficial to groups) • blog for each title
- 59. How to Develop a PLC Through Book Study • Set-up of Technology (simple to more complex) • e-mail between individuals (least beneficial to groups) • blog for each title • website
- 60. How to Develop a PLC Through Book Study • Set-up of Technology (simple to more complex) • e-mail between individuals (least beneficial to groups) • blog for each title • website • moodle site
- 61. How to Develop a PLC Through Book Study • Set-up of Technology (simple to more complex) • e-mail between individuals (least beneficial to groups) • blog for each title • website • moodle site • wiki site
- 62. How to Develop a PLC Through Book Study • Set-up of Technology (simple to more complex) • e-mail between individuals (least beneficial to groups) • blog for each title • website • moodle site • wiki site • Discuss what might work for you with person next to you for 1 min.
- 63. Examples of MMSTLC Book Study as a PLC
- 64. Examples of MMSTLC Book Study as a PLC • Book List
- 65. Examples of MMSTLC Book Study as a PLC • Book List • Summary and Response Examples
- 66. Examples of MMSTLC Book Study as a PLC • Book List • Summary and Response Examples • Three examples in packet
- 67. Examples of MMSTLC Book Study as a PLC • Book List • Summary and Response Examples • Three examples in packet
- 68. Examples of MMSTLC Book Study as a PLC • Book List • Summary and Response Examples • Three examples in packet • Book Study and MMSTLC Resources
- 69. Examples of MMSTLC Book Study as a PLC • Book List • Summary and Response Examples • Three examples in packet • Book Study and MMSTLC Resources • http://mmstlc.net
Notas del editor
- Time - able to comment or respond when on different schedules at your convenience Distance - Across the building, district, state or country Shared Interests - content, pedagogy
- Time - able to comment or respond when on different schedules at your convenience Distance - Across the building, district, state or country Shared Interests - content, pedagogy
- Time - able to comment or respond when on different schedules at your convenience Distance - Across the building, district, state or country Shared Interests - content, pedagogy
- Time - able to comment or respond when on different schedules at your convenience Distance - Across the building, district, state or country Shared Interests - content, pedagogy
- Time - able to comment or respond when on different schedules at your convenience Distance - Across the building, district, state or country Shared Interests - content, pedagogy
- Time - able to comment or respond when on different schedules at your convenience Distance - Across the building, district, state or country Shared Interests - content, pedagogy
- Time - able to comment or respond when on different schedules at your convenience Distance - Across the building, district, state or country Shared Interests - content, pedagogy
- Time - able to comment or respond when on different schedules at your convenience Distance - Across the building, district, state or country Shared Interests - content, pedagogy
- Time - able to comment or respond when on different schedules at your convenience Distance - Across the building, district, state or country Shared Interests - content, pedagogy
- Time - able to comment or respond when on different schedules at your convenience Distance - Across the building, district, state or country Shared Interests - content, pedagogy
- Effective and Efficient means of developing and sharing new resources, research and learning Methods and Means of Engagement - those listed
- Effective and Efficient means of developing and sharing new resources, research and learning Methods and Means of Engagement - those listed
- Effective and Efficient means of developing and sharing new resources, research and learning Methods and Means of Engagement - those listed
- Effective and Efficient means of developing and sharing new resources, research and learning Methods and Means of Engagement - those listed
- Effective and Efficient means of developing and sharing new resources, research and learning Methods and Means of Engagement - those listed
- Effective and Efficient means of developing and sharing new resources, research and learning Methods and Means of Engagement - those listed
- Effective and Efficient means of developing and sharing new resources, research and learning Methods and Means of Engagement - those listed
- Posting questions if you are facilitating PLC (MMSTLC teacher leaders) share some sample questions: 1. Will the content be usable in classroom practice? 2. What is strongest feature of book 3. What aspects of book seemed problematic in what is written, or how it is structured?
- Posting questions if you are facilitating PLC (MMSTLC teacher leaders) share some sample questions: 1. Will the content be usable in classroom practice? 2. What is strongest feature of book 3. What aspects of book seemed problematic in what is written, or how it is structured?
- Posting questions if you are facilitating PLC (MMSTLC teacher leaders) share some sample questions: 1. Will the content be usable in classroom practice? 2. What is strongest feature of book 3. What aspects of book seemed problematic in what is written, or how it is structured?
- Posting questions if you are facilitating PLC (MMSTLC teacher leaders) share some sample questions: 1. Will the content be usable in classroom practice? 2. What is strongest feature of book 3. What aspects of book seemed problematic in what is written, or how it is structured?
- Posting questions if you are facilitating PLC (MMSTLC teacher leaders) share some sample questions: 1. Will the content be usable in classroom practice? 2. What is strongest feature of book 3. What aspects of book seemed problematic in what is written, or how it is structured?
- Posting questions if you are facilitating PLC (MMSTLC teacher leaders) share some sample questions: 1. Will the content be usable in classroom practice? 2. What is strongest feature of book 3. What aspects of book seemed problematic in what is written, or how it is structured?
- Posting questions if you are facilitating PLC (MMSTLC teacher leaders) share some sample questions: 1. Will the content be usable in classroom practice? 2. What is strongest feature of book 3. What aspects of book seemed problematic in what is written, or how it is structured?
- Steve jump in on this During discussion let them know when 30 seconds are left so can switch speakers
- Steve jump in on this During discussion let them know when 30 seconds are left so can switch speakers
- Steve jump in on this During discussion let them know when 30 seconds are left so can switch speakers
- Steve jump in on this During discussion let them know when 30 seconds are left so can switch speakers
- Steve jump in on this During discussion let them know when 30 seconds are left so can switch speakers
- Steve jump in on this During discussion let them know when 30 seconds are left so can switch speakers
- Steve jump in on this During discussion let them know when 30 seconds are left so can switch speakers
- If any MMSTLC teachers are present, let them talk as to usefulness
- If any MMSTLC teachers are present, let them talk as to usefulness
- If any MMSTLC teachers are present, let them talk as to usefulness
- If any MMSTLC teachers are present, let them talk as to usefulness
- If any MMSTLC teachers are present, let them talk as to usefulness
- If any MMSTLC teachers are present, let them talk as to usefulness