PD Lesson Planning: Progress Report Ideation – Part 2

Last week I wrote PD Lesson Planning: Progress Report Ideation – Part 1 and PD Lesson Planning: Progress Report Ideation – Part 1 reflection to share my current thinking about lesson planning for PD sessions that mirror what we want for lesson planning for student learning as well as a reflection on the experience from my perspective.  Going in, I knew this was at least a 2-part session for our work.  Part 2’s lesson plan and my pre-thinking is shared below.

Progress Report – Faculty Ideation – Part II
February 6

VELD Meet in the Media Center near the circulation desk

12:30 – 12:35
Announcements
12:35 – 12:50
Gallery Walk to view all ideas – feedback and questions (see below)
12:55 – 1:10
Think, pair, share: In 2013, what should be included in a progress report?
1:10 – 1:25
Working with a partner: Draw, sketch, illustrate what the next iteration of
progress reports might look like at Trinity. Please sign both of your names on the back of the paper.  Give to Jill when finished.
1:25 – 1:30
Complete attendance and reflection document

ELD & ULD Meet in the Media Center near the circulation desk

3:30 – 3:35
Announcements
3:35 – 3:50
Gallery Walk to view all ideas – feedback and questions (see below)
3:55 – 4:10
Think, pair, share: In 2013, what should be included in a progress report?
4:10 – 4:25
Working with a partner: Draw, sketch, illustrate what the next iteration of progress reports might look like at Trinity. Please sign both of your names on the back of the paper.  Give to Jill when finished.
4:25 – 4:30
Complete attendance and reflection document


Gallery Walk 

Think, pair, share:

        • In 2013, what should be in the next iteration of our progress report?
        • Note: Let’s talk about what we should do, not what we are doing. Let’s talk about what will best serve our children and their families, not what we like and don’t like.

Work with a partner

        • Draw, sketch, illustrate what the next iteration of progress reports might look like at Trinity. Don’t be constrained by our current norm.
        • Please sign both of your names on the back of the paper, so that we can ask clarifying questions if needed.

Note: This is a continuation of the meeting last week

Look at a remix

      • Annie’s 1st Trimester 2012-13 Progress Report
      • Jill’s remix of Annie’s 1st Trimester 2012-13 Progress Report

I reviewed my original challenge, shown below, as I planned.

When designing professional develop learning experiences, are we as purposeful about the pedagogy and methodology as we are the content? Do we model with faculty what we want to see happening in our classrooms with children? Can we integrate technology? Can we model formative assessment practices? Can we design interactive learning experiences?

I, knowing that I’m wasting my time, downloaded every whiteboard photo from the  Flickr stream and inserted it into a Google doc hoping that some of the faculty will share their feedback digitally.

This time, I choose not publish the parameter for selecting your partner.  I intend to ask faculty to work with someone “not like them.” I do not want 2 science teachers or 2 first grade teachers as partners.  Once again, I reflected on collaboration by difference from Cathy Davidson’s book Now You See It.  Will faculty remember and consider how important collaboration by difference is in the learning process? We want diversity in the partners; we want collaboration by difference.

“Collaboration by difference respects and rewards different forms and levels of expertise, perspective, culture, age, ability, and insight, treating difference not as a deficit but as a point of distinction.”  (Davidson, 100 pag.)

Purposefully, we will use paper and pen for this ideation.  While we are still not making decisions, we want more permanence to the ideas.

So, in this one-hour faculty work session:

    • Faculty and I will access the Progress Report – Faculty Ideation – Part 2 Google doc for resources and the agenda.
    • We will use the white boards and the space in the Media Center for a Gallery Walk of ideas.
    • Faculty can use a Google doc to offer feedback on the ideas drawn on the shared white boards.
    • Faculty will work in pairs to draw, sketch, write, etc. on paper their ideas for a next step in our progress reporting.
    • Faculty will share the current version of their ideas by handing me these papers.  I will scan them to share them back to the faculty.
    • Faculty will offer feedback via Google form.

The plan calls for interactive learning for participants, some integration of technology, and a balance of technology and face-to-face engagement.  In my next post, I’ll share the outcomes from this hour of faculty learning.

Oh, and I have to remember to ask for feedback from both today’s session and last week’s session.  My hypothesis is that faculty thought of last week as Division Meetings rather than as Professional Development.  It was both.

_________________________

Davidson, Cathy N.  Now You See It: How the Brain Science of Attention Will Transform the Way We Live, Work, and Learn. New York: Viking, 2011. Print.

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