Presentation on theme: "Teachers, administrators and staff continuously seek and share learning and then act on what they learn. The goal of their actions is to enhance their."— Presentation transcript:
Teachers, administrators and staff continuously seek and share learning and then act on what they learn. The goal of their actions is to enhance their effectiveness as professionals so that students benefit.
A Learning Community is a community of learning professionals studying a carefully sequenced learning format designed to move teachers from content knowledge to daily practice over time. An e-Learning Community is a community of learning professionals using the Internet and face-to-face interactions to receive instruction and expert coaching over time.
Sustained for making lasting changes Convenient anytime/anywhere learning Practical teacher - centered content Accountable for teacher growth
Supports meeting Q-Comp goals ….focused exclusively on teacher efficacy within the context of job-embedded professional development linked to student and teacher needs…. From MDE website
Supports meeting Q-Comp goals Planning and Preparation The Classroom Environment Instruction Professional Responsibilities Cultural Competence
Supports meeting Q-Comp goals Focus on Site Goals Reflection on Performance Creating differentiated lessons for improved student success
Practical classroom applications Strategies for working with a variety of learners A support network of colleagues The power of working towards the common goal of differentiation and impacting the success of a building Clear communication, classroom management, and assessment strategies
Our program now contains three 2 - credit courses DIAL eLearning – Foundations Part I (Modules 1-8) Building common language and developing concepts DIAL eLearning – Foundations Part II (Modules 9-16) Developing differentiated lessons/units DIAL eLearning – Advanced Topics (Modules 17-24) Restructuring units of study/courses Each course contains 8 online modules
Multiple intelligences theory and the foundations of differentiated instruction Analyzing student intelligences in a differentiated classroom Gender and inclusion in the differentiated classroom Differentiated strategies, flexible grouping, tiered assignments project menus and challenge centers Thinking skills and goal setting Collegial conversations Using student work as a diagnostic tool Professional reflection Program Topics: Modules 1 - 8 - Foundations Part I
Planning an extended implementation project Advanced differentiation strategies Differentiation examples and lesson design Designing effective communication with stakeholders Managing the differentiated classroom Assessment/Grading in the differentiated setting Student peer coaching strategies Communicating implementation results Program Topics: Modules 9 - 16 - Foundations Part II
Understanding by Design (UbD) Application of Understanding by Design Understanding Evidence of Learning Application of Evidence of Learning Understanding Difficulty and Complexity Application of Difficulty an Complexity Teaching for Understanding Application of Teaching for Understanding Program Topics: Modules 17 - 24 - Advanced Topics
DIAL is owned by Intermediate Districts 287 and 916. Moodle is the delivery platform
Each module begins with: a quote or a video to set the tone an In This Module section to clarify the module topic guiding questions to frame the learning Readings for each module cover essential learnings and are online No additional text is necessary Resources for each module link to websites for related information. Most modules conclude with posting to the discussion board or a blog asking teachers to reflect on their learning.
Regular meetings of the face-to-face learning community are an integral part of this professional development format. The collegial discussions enhance the learning of the on-line modules. Classroom application of the differentiation strategies and professional reflection create an atmosphere that encourages and supports instructional growth.
Meets MN Board of Teaching Licensure requirements for differentiation 10 CEUs = minimum (per 8 modules) 20 CEUs = recommended (per 8 modules) College credit from Hamline (optional) Two credits graduate semester credits per 8 modules @ $110 per credit
Cost to the District Site License - $1500 –License is for one school year –A community is 15 participants/license –Each community of participants takes 1 set of 8 modules –Module sets should be matched to user knowledge level
Cost to the District Site License - $2000 –License is for one school year –A community is 15 participants/license –Each community of participants may take up to 2 sets of 8 modules –Module sets should be matched to user knowledge level
Cost to the District Site Facilitators –A licensed learning communities can be divided into smaller communities for focused conversations Ideal size is 5 – 8 Communities by site, i.e. middle school, high school, elementary school, have been successful –Each learning community has a site facilitator –It is suggested that a site facilitator be paid a stipend (districts have paid facilitators an average of $500/small group)
Site facilitators receive the following from Intermediate Districts 287 and 916: Face-to-face facilitator training A training manual with suggestions for successful facilitation of each learning community meeting Ideas for preparing materials for each meeting Paper copies of all readings Appropriate support materials Additional resources and resource ideas Troubleshooting ideas for site leaders that might need/want a bit of extra help moving their community through the modules.
Suggested Timeline Each set of 8 modules takes from 10 – 14 weeks to complete In order to complete two sets of 8 modules in one school year, it is suggested you: –Begin your first set of modules in late September (complete by the end of January) –Begin your second set of modules in early February (complete by the end of May)