http://www.learningcommons.org/t2t/day1/norms.php
http://www.learningcommons.org/t2t/day1/coll_skills_2.php
RSA Number 4 – Setting group norms – Digital Learning Commons.org
The readings in Module Seven continue to build upon the ideas in Building Online Learning Communities: Effective strategies for the virtual classroom. Palloff & Pratt (2007) discuss the interworkings of online groups and the community engagement aspect. In order for online learning communities to function and be worthwhile, collaboration and the ability to promote interdependence must exist. Palloff & Pratt (2007) explain, “It is important that the instructor in an online course pay close attention to ways collaboration can be incorporated and facilitated throughout the course. The inability to promote collaboration in this environment generally results in low levels of participation.” Much of the reading discusses ways to elevate or sustain community engagement. Emphasis is placed on establishing participation expectations and group norms. The key to success is creating structure for participants and clearly defining engagement goals.
The two articles found at Learning Commons.org provide suggestions on how to establish productive and engaged communities. The DLC (Digital Learning Commons) suggests, “Creating guidelines or norms for group behavior makes collaboration and group meetings more effective.” The site offers a list of potential starting points for establishing norms and expectations in the learning community. The second link talks about fostering communication as well as setting some norms that will help a group work better or more effectively. By setting these norms group members are accepting ownership for how they work as a group. The process they use, and many of the norms they choose, should be useful in multiple applications.
The suggestions found at Learning Commons.org bridge a clear thought between successful learning communities and constructive, goal-oriented participants with clear engagement expectations. A learning community is only as good as its members’ participation and engagement. Therefore, a clear set of engagement rules and participation expectations must be established at a team’s first meeting, and all members must individually hold each other accountable for the overall betterment of the learning community.
References
Palloff, R. & Pratt, K. (2007). Building Online Learning Communities: Effective Strategies for the Virtual Classroom, (2nd ed.). San Franciso: Jossey-Bass.
Monday, February 13, 2012
Sunday, February 5, 2012
RSA Number 3 – Twitter as a professional learning community
http://web.ebscohost.com.cucproxy.cuchicago.edu/ehost/pdfviewer/pdfviewer?sid=1c8918fd-a943-4672-96b9-f7ac12404608%40sessionmgr115&vid=5&hid=105
RSA Number 3 – Twitter as a professional learning community
The readings in Module Five transition to Building Online Learning Communities: Effective strategies for the virtual classroom. Palloff & Pratt (2007) discuss the construction of online learning communities and the human elements involved. In order for online learning communities to function and be worthwhile, a certain emphasis must be placed on the individuals who form the community of online learners. Palloff & Pratt (2007) explain, “Although we clearly need people to create a community, what is not so obvious is how people express who they are online. Thus, social presence becomes a critical element.” Social presence, something rarely considered in face-to-face learning situations, is the idea of defining individuals as “real” in the virtual learning environment. People need an emotional connection or “physical” presence to collaborate effectively. Such a large portion of online learning involves discussion. If the individuals contributing lack a social presence, then the message is cheapened in a way because the tone and voice of authentic communication is lost.
With the idea of creating a social presence online in mind, I set out to find an Internet-based technology tool that might help promote individual voice, tone, and personality while still retaining the idea of valuable collaboration. Enter Twitter. Twitter as a Professional Learning Community by Catherine Trinkle provides suggestions on how to utilize the latest social networking tool to construct learning communities. In a nutshell, Twitter allows users to “tweet” or send messages/postings, but the written communication is limited to a specific number a characters. This limitation forces users to creatively capture thoughts and ideas in nontraditional language, resulting in the development of individual voice and style. This individual usage of language creates a unique voice for each member while still allowing for effective communication. Trinkle (2009) writes, “My professional network spans the entire US and includes a diverse group of colleagues. I communicate with techies, school librarians, and teachers from a variety of backgrounds.” “Tweeters” can also send direct messages to followers to clarify or expound on postings. This capability further develops the social presence with direct, intimate interaction. Finally, the article provides twitter and tweeting tips, a list of nine useful suggestions for those looking to join the twitter nation.
The ideas presented by Trinkle (2009) directly reinforce the claims found in this week’s required readings. Pages 3-65 in Building Online Learning Communities suggest that in order for an online learning community to exist, individuals must establish a social presence to create a group of “real” learners. Without ever coming face-to-face, it is up to the individual members to remain consciously aware of their existence and work hard to establish a presence so productive learning may occur. Twitter provides members the opportunity not only to create an authentic voice, but also to remain constantly connected (existing) through concise postings.
References
DuFour, R. (2008). Revisiting Professional Learning Communities at Work. Solution Tree.
Palloff, R. & Pratt, K. (2007). Building Online Learning Communities: Effective Strategies for the Virtual Classroom, (2nd ed.). San Franciso: Jossey-Bass.
Trinkle, C. (2009). Twitter as a Professional Learning Community. School Library Monthly, 26(4), 22-23.
RSA Number 3 – Twitter as a professional learning community
The readings in Module Five transition to Building Online Learning Communities: Effective strategies for the virtual classroom. Palloff & Pratt (2007) discuss the construction of online learning communities and the human elements involved. In order for online learning communities to function and be worthwhile, a certain emphasis must be placed on the individuals who form the community of online learners. Palloff & Pratt (2007) explain, “Although we clearly need people to create a community, what is not so obvious is how people express who they are online. Thus, social presence becomes a critical element.” Social presence, something rarely considered in face-to-face learning situations, is the idea of defining individuals as “real” in the virtual learning environment. People need an emotional connection or “physical” presence to collaborate effectively. Such a large portion of online learning involves discussion. If the individuals contributing lack a social presence, then the message is cheapened in a way because the tone and voice of authentic communication is lost.
With the idea of creating a social presence online in mind, I set out to find an Internet-based technology tool that might help promote individual voice, tone, and personality while still retaining the idea of valuable collaboration. Enter Twitter. Twitter as a Professional Learning Community by Catherine Trinkle provides suggestions on how to utilize the latest social networking tool to construct learning communities. In a nutshell, Twitter allows users to “tweet” or send messages/postings, but the written communication is limited to a specific number a characters. This limitation forces users to creatively capture thoughts and ideas in nontraditional language, resulting in the development of individual voice and style. This individual usage of language creates a unique voice for each member while still allowing for effective communication. Trinkle (2009) writes, “My professional network spans the entire US and includes a diverse group of colleagues. I communicate with techies, school librarians, and teachers from a variety of backgrounds.” “Tweeters” can also send direct messages to followers to clarify or expound on postings. This capability further develops the social presence with direct, intimate interaction. Finally, the article provides twitter and tweeting tips, a list of nine useful suggestions for those looking to join the twitter nation.
The ideas presented by Trinkle (2009) directly reinforce the claims found in this week’s required readings. Pages 3-65 in Building Online Learning Communities suggest that in order for an online learning community to exist, individuals must establish a social presence to create a group of “real” learners. Without ever coming face-to-face, it is up to the individual members to remain consciously aware of their existence and work hard to establish a presence so productive learning may occur. Twitter provides members the opportunity not only to create an authentic voice, but also to remain constantly connected (existing) through concise postings.
References
DuFour, R. (2008). Revisiting Professional Learning Communities at Work. Solution Tree.
Palloff, R. & Pratt, K. (2007). Building Online Learning Communities: Effective Strategies for the Virtual Classroom, (2nd ed.). San Franciso: Jossey-Bass.
Trinkle, C. (2009). Twitter as a Professional Learning Community. School Library Monthly, 26(4), 22-23.
Monday, January 23, 2012
RSA Number 2 – NCTAF: National commission on teaching and America’s future
http://www.nctaf.org/resources/demonstration_projects/BostonForum-video.htm
http://www.nctaf.org/resources/demonstration_projects/NMForum-video.html
RSA Number 2 – NCTAF: National commission on teaching and America’s future
The readings in Module Three are all about results. In order for professional learning communities to function and be worthwhile, the group must place results as the number one priority. In order to create a results oriented PLC, a few simple steps must take place after the establishment of the PLC and the agreement of mutual ownership. According to DuFour, DuFour, Eaker, & Many (2010), effective PLCs start with the creation of SMART goals. This is a critical first step when attempting to shift the team’s focus to results. The acronym SMART stands for strategic, measurable, attainable, results oriented, and time bound. DuFour et al. (2010) continue by adding that a PLC’s SMART goals should be linked to the building’s goals as well as the district’s to achieve maximum effectiveness. The SMART goal gives the PLC a focused, specific target to reach, and the segmentation allows the learning community to focus and provides an easier starting point, so to speak. Once goals are established, it’s up to the individuals of the learning community to hold each other accountable. DuFour et al. (2010) close the chapter on goals with “There is nothing more important in determining the effectiveness of a team than each member’s understanding of and commitment to the achievement of the goals to which the group holds itself mutually accountable.”
Now comes the difficult part, coming back from the classroom to the team with evidence and determining whether or not goals have been met and desired results have been achieved. This is where team collaboration really takes full stride. DuFour et al. (2010) note in the reading that the best way to provide powerful feedback to teachers and to turn data into information that can improve teaching and learning is through team-developed and team-analyzed common formative assessments. This concept is clearly demonstrated through this week’s resource, two video clips from the National Commission on Teaching and America’s Future (NCTAF.org). The videos showcase two different schools currently immersed in the PLC culture. The videos provide authentic narrative of actual teachers and administrators involved in the PLC framework discussing the concept of effective PLC practice, data collection, and collaborative analysis. The videos highlight the importance of focusing the direction of PLCs on results rather than intentions.
The ideas presented by the videos (NCTAF.org, 2009) directly reinforce the claims found in this week’s required readings. Chapters 6, 7, and 10 in Learning by Doing suggest that in order for a PLC to produce, schools must focus the attention of the learning community on results as they relate to the authentic learning of students. The videos shared through this week’s blog post offer clarification on the concept of data versus information, and how PLCs can gather and use relevant information to improve results. One scene in particular connects directly to the reading. A group of teachers is sitting around in a circle discussing assessment data, and the tone of the meeting is positive and productive. DuFour, Dufour, Eaker, & Many (2010) caution in the text that school and district leaders must create and support a culture that uses evidence of student learning as an essential element of continuous improvement rather than a punitive tool. This cultural existence is clearly evident in the video clips. The shift in thinking to results is critical; teachers analyze statistical assessment data not to rank, rate, assess, or compare teachers, but to gain insight on how to revise instructional practice and increase student learning.
References
DuFour, R., DuFour, R., Eaker, R., Many, T. (2010). Learning by doing: A handbook for professional learning communities at work (2nd ed.). Bloomington, IN: Solution Tree Press.
http://www.nctaf.org/resources/demonstration_projects/NMForum-video.html
RSA Number 2 – NCTAF: National commission on teaching and America’s future
The readings in Module Three are all about results. In order for professional learning communities to function and be worthwhile, the group must place results as the number one priority. In order to create a results oriented PLC, a few simple steps must take place after the establishment of the PLC and the agreement of mutual ownership. According to DuFour, DuFour, Eaker, & Many (2010), effective PLCs start with the creation of SMART goals. This is a critical first step when attempting to shift the team’s focus to results. The acronym SMART stands for strategic, measurable, attainable, results oriented, and time bound. DuFour et al. (2010) continue by adding that a PLC’s SMART goals should be linked to the building’s goals as well as the district’s to achieve maximum effectiveness. The SMART goal gives the PLC a focused, specific target to reach, and the segmentation allows the learning community to focus and provides an easier starting point, so to speak. Once goals are established, it’s up to the individuals of the learning community to hold each other accountable. DuFour et al. (2010) close the chapter on goals with “There is nothing more important in determining the effectiveness of a team than each member’s understanding of and commitment to the achievement of the goals to which the group holds itself mutually accountable.”
Now comes the difficult part, coming back from the classroom to the team with evidence and determining whether or not goals have been met and desired results have been achieved. This is where team collaboration really takes full stride. DuFour et al. (2010) note in the reading that the best way to provide powerful feedback to teachers and to turn data into information that can improve teaching and learning is through team-developed and team-analyzed common formative assessments. This concept is clearly demonstrated through this week’s resource, two video clips from the National Commission on Teaching and America’s Future (NCTAF.org). The videos showcase two different schools currently immersed in the PLC culture. The videos provide authentic narrative of actual teachers and administrators involved in the PLC framework discussing the concept of effective PLC practice, data collection, and collaborative analysis. The videos highlight the importance of focusing the direction of PLCs on results rather than intentions.
The ideas presented by the videos (NCTAF.org, 2009) directly reinforce the claims found in this week’s required readings. Chapters 6, 7, and 10 in Learning by Doing suggest that in order for a PLC to produce, schools must focus the attention of the learning community on results as they relate to the authentic learning of students. The videos shared through this week’s blog post offer clarification on the concept of data versus information, and how PLCs can gather and use relevant information to improve results. One scene in particular connects directly to the reading. A group of teachers is sitting around in a circle discussing assessment data, and the tone of the meeting is positive and productive. DuFour, Dufour, Eaker, & Many (2010) caution in the text that school and district leaders must create and support a culture that uses evidence of student learning as an essential element of continuous improvement rather than a punitive tool. This cultural existence is clearly evident in the video clips. The shift in thinking to results is critical; teachers analyze statistical assessment data not to rank, rate, assess, or compare teachers, but to gain insight on how to revise instructional practice and increase student learning.
References
DuFour, R., DuFour, R., Eaker, R., Many, T. (2010). Learning by doing: A handbook for professional learning communities at work (2nd ed.). Bloomington, IN: Solution Tree Press.
Whitmyre, T, Inc. (2009). National commission on teaching and America’s future. Retrieved from http://www.nctaf.org/index.html
Thursday, January 12, 2012
RSA Number 1 - PLCs: A cultural habit built on trust
http://web.ebscohost.com.cucproxy.cuchicago.edu/ehost/pdfviewer/pdfviewer?sid=25278c86-094d-464a-a22c-ae46fcc77999%40sessionmgr12&vid=7&hid=24
RSA Number 1 - PLCs: A cultural habit built on trust
Module Two presents the idea that in order for a successful professional learning community to exist, an alignment in curriculum and formative assessment is necessary, which results in a focus on learning. A community, team of teachers, focused on learning can work effectively to increase student performance because it is agreed that all members are working toward a common goal (DuFour, DuFour, Eaker, & Many, 2010). One specific suggestion made by the readings in Module Two is schools that function successfully as professional learning communities are able to readily acclimate and respond (Eaker, DeFour, & Burnette, 2002). A school is able to sustain improvement and maintain gains when it is flexible and able to respond to changes in a systematic, positive manner when students don’t learn. The readings also suggest that in order for a successful shift in thinking to occur, a shared vision must be created, adopted, and monitored by staff and administration. In order for a focus on student learning to truly take hold, teachers and administrators must work together to form an understanding of what it is students should know and be able to do and how these achievements will be evaluated. Time, resources, and support are also critical to developing a PLC focused on learning. Eaker et. al. (2002) continue by adding, “Teachers and administrators share a vision focused on student learning, share leadership and decision making, and work and learn together as they continually examine instructional practices.” Having joint ownership in the community creates an authentic professional environment and allows all participants to focus on the learning. The effectiveness of a professional learning community is judged not only by student performance but also by sustainability.
PLCs: A Cultural Habit Built on Trust was published in the March/April issue of Leadership and suggests that professional learning communities can only function effectively when they become part of a school culture that values higher levels of learning. Bloom & Vitcov (2010) offer the following suggestion. “It’s time to stop viewing PLCs as something to do, and work toward shaping PLCs into school cultures that focus on learning.” When professional development is viewed as another meeting, compliance-driven, or forcibly administered, it is destined to fail. However, if the PLC is developed in a building culture where higher levels of learning are valued, then it is likely that the PLC will be effective and remain relevant. Bloom and Vitcov (2010) continue by adding, “To be successful, a PLC needs to be a cultural habit built on trust and the intrinsic motivation for everyone to hold themselves accountable.” This accountability to maintain a focus on a higher level of learning is what guarantees success for a learning community. The article finishes by offering seven basic questions a PLC can ask to determine whether the community is a program or culturally embedded practice.
The ideas presented by Bloom and Vitcov (2010) directly reinforce the claims found in this week’s required readings. The focal point of Module Two is that in order for a PLC to work teachers must transfer the attention of the community from the logistics of a professional development program to the genuine and authentic learning of students. The article shared through this week’s blog post offers seven simple questions to employ when attempting to determine if a learning community has created a focus on the learning and established a cultural existence. The questions offer a quick and easy way to evaluate the status of the community, and provide feedback for community members to analyze. In the event that adjustments need to be made, teachers will have data to use as guidance as they work to produce positive results in regards to increasing student performance.
References
Bloom, G., Vitcov, B., (2010). PLCs A cultural habit built on trust. Leadership, 39(4), 24-26.
RSA Number 1 - PLCs: A cultural habit built on trust
Module Two presents the idea that in order for a successful professional learning community to exist, an alignment in curriculum and formative assessment is necessary, which results in a focus on learning. A community, team of teachers, focused on learning can work effectively to increase student performance because it is agreed that all members are working toward a common goal (DuFour, DuFour, Eaker, & Many, 2010). One specific suggestion made by the readings in Module Two is schools that function successfully as professional learning communities are able to readily acclimate and respond (Eaker, DeFour, & Burnette, 2002). A school is able to sustain improvement and maintain gains when it is flexible and able to respond to changes in a systematic, positive manner when students don’t learn. The readings also suggest that in order for a successful shift in thinking to occur, a shared vision must be created, adopted, and monitored by staff and administration. In order for a focus on student learning to truly take hold, teachers and administrators must work together to form an understanding of what it is students should know and be able to do and how these achievements will be evaluated. Time, resources, and support are also critical to developing a PLC focused on learning. Eaker et. al. (2002) continue by adding, “Teachers and administrators share a vision focused on student learning, share leadership and decision making, and work and learn together as they continually examine instructional practices.” Having joint ownership in the community creates an authentic professional environment and allows all participants to focus on the learning. The effectiveness of a professional learning community is judged not only by student performance but also by sustainability.
PLCs: A Cultural Habit Built on Trust was published in the March/April issue of Leadership and suggests that professional learning communities can only function effectively when they become part of a school culture that values higher levels of learning. Bloom & Vitcov (2010) offer the following suggestion. “It’s time to stop viewing PLCs as something to do, and work toward shaping PLCs into school cultures that focus on learning.” When professional development is viewed as another meeting, compliance-driven, or forcibly administered, it is destined to fail. However, if the PLC is developed in a building culture where higher levels of learning are valued, then it is likely that the PLC will be effective and remain relevant. Bloom and Vitcov (2010) continue by adding, “To be successful, a PLC needs to be a cultural habit built on trust and the intrinsic motivation for everyone to hold themselves accountable.” This accountability to maintain a focus on a higher level of learning is what guarantees success for a learning community. The article finishes by offering seven basic questions a PLC can ask to determine whether the community is a program or culturally embedded practice.
The ideas presented by Bloom and Vitcov (2010) directly reinforce the claims found in this week’s required readings. The focal point of Module Two is that in order for a PLC to work teachers must transfer the attention of the community from the logistics of a professional development program to the genuine and authentic learning of students. The article shared through this week’s blog post offers seven simple questions to employ when attempting to determine if a learning community has created a focus on the learning and established a cultural existence. The questions offer a quick and easy way to evaluate the status of the community, and provide feedback for community members to analyze. In the event that adjustments need to be made, teachers will have data to use as guidance as they work to produce positive results in regards to increasing student performance.
References
Bloom, G., Vitcov, B., (2010). PLCs A cultural habit built on trust. Leadership, 39(4), 24-26.
DuFour, R., DuFour, R., Eaker, R., Many, T. (2010). Learning by doing: A handbook for
professional learning communities at work (2nd ed.). Bloomington, IN: Solution Tree
Press.
Eaker, R., DuFour, R., & Burnette, R. (2002). Getting started: Reculturing schools to become
professional learning communities. Bloomington, IN: National Educational Service.
Mid-continent Research for Education and Learning (McREL).(2003). Sustaining
school improvement: Professional learning community, 1–4. Retrieved from http://www.mcrel.org/PDF/LeadershipOrganizationDevelopment/5031TG_proflrncommfolio.pdf
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