Presentation on theme: "Differentiated Professional Development Why Is This Important? Dr. Adriane Mingo Tuesday, July 23, 2012."— Presentation transcript:
Differentiated Professional Development Why Is This Important? Dr. Adriane Mingo Tuesday, July 23, 2012
Learning Objectives Understand the attributes of effective professional learning that influence educator practice and student learning Develop an understanding about how adults learn to create engaging, practical, and relevant professional learning Examine how change affects individuals differently in order to respond appropriately to their concerns Share effective ways to differentiate professional development
Group Norms We’re all in this boat together, let’s agree to: Listen as an Ally Value Differences Maintain Professionalism Participate Actively Let’s sail through this TOGETHER.
Turn and Talk How did you become an effective teacher?
What Works? Effective Teacher Development Collaboration Coaching PLCs Steve Leinwand, 2012
“Would you tell me, please, which way I ought to go from here?” said Alice. “That depends a good deal on where you want to get to,” said the Cat. “I don’t much care where–” said Alice. “Then it doesn’t matter which way you go,” said the Cat.
Barriers to Differentiated PD What are some of the barriers you have experienced in providing differentiated PD? How have you overcome or worked through them?
“The most powerful influence on students’ learning is the quality of a teacher”. Phi Delta Kappa, 2005
Professional Development Traditional Forced In-service Hours Chosen by someone else May have little relevance Often workshop, conference, presentation, coursework Differentiated Flexible Self-selected Job-embed and relevant Web-based
Key Points Professional Development should: Involve teachers in the identification of what they need to learn Involves teachers in the development of the learning opportunity and/or process Provide opportunities for engagement, understanding, and skill development
Key Points McRel Insights PD of any reform type (.g. teacher networks or teacher study groups) rather than workshops or conference participation Consistency with teacher’s goals, other activities, materials and policies Collective participation in PD by a groups of teachers or other educators from same subject, grade, or school www.mcrel.org
Professional development is most effective when it addresses the concrete, everyday challenges involved in teaching and learning specific academic subject matter. Professional Learning in the Learning Profession, 2009
Establish a Culture for Learning Ensure learning is relevant Know your participants Design PD to address participants’ stages of learning
Where Are We Now? (self-assessment) What are your core beliefs about the components of effective professional development? What do you believe are your strongest skills as a presenter or designer of professional development? What do you believe are your areas of growth?
Who’s In The Room? (Assessing your participants) Determine how receptive participants are to change in general Determine how receptive they are to new learning
Establishing a Culture for Learning Participants fall into one basic categories when faced with change or new learning Resistance/Denial Confusion/Uncertainty Acceptance and Exploration Commitment and Creation
Where Are We Now? Resistance/ Denial Confusion/ Uncertainty Acceptance/ Exploration Commitment/ Creation How might learning look different for each?
Pre-Assessment (sample) Select/Click on the star icon which best describes your level of understanding of each of the following concept sets. When you click on the star icon, it will take you to the place of learning based on that level. When you are done learning, you can click to return here for the next level of learning!
Pre-Assessment Tier 1 - Ground Level Basics What is the philosophy behind Differentiated Instruction? What is the definition of the methodology? What learners benefit from DI? Tier 2 - Probing Level, Understanding What are the three areas of a learning experience we can differentiate? What are some methods of differentiation for each area? Tier 3 - Analysis & Synthesis Application How do I decide the best method to match the learner? How can I create lesson plans which reflect these hallmarks of individualized Learning? TeacherHub.com
Sample of Tier 1 Tier 1 Ground Level Basics: What is the philosophy behind Differentiated Instruction? What is the definition of the methodology? What learners benefit from DI? Tier 1 Self-Assessment (Similar to Thumbs-Up, Thumbs- Down, or click on the STAR): Help, someone please enlighten me! I need some sparkle! I am a super nova already! (Skip Tier)
Sample of Tier 2 Tier 2, Probing Level, Understanding: What are the three areas of a learning experience we can differentiate? What are some methods of differentiation for each area? Tier 2 Self-Assessment: Help, someone please enlighten me! I need some sparkle! I am a super nova already! (Skip Tier)
Sample of Tier 3 Tier 3, Analysis & Synthesis Application: How do I decide the best method to match the learner? How can I create lesson plans which reflect these hallmarks of individualized learning? Tier 3 Self-Assessment: Help, someone please enlighten me! I need some sparkle! I am a super nova already! If you have finished this Tier, congratulations, you have completed the whole unit!
Ways to Differentiate Offer Tiered Activities within each Tier (F2F/Online) Choice Board Project/Subject Menu Experiential Learning/Lab -> Share Learning Contract Flexible Grouping
Questions to Consider How do you currently differentiate PD? What structures are currently in place for differentiated PD? What resources are needed, i. e. human, tools, training, protocol, etc.? What changes will you make as a leader for your district as a result of considering the previous question?
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