Friday, October 7, 2016
Week 8 2016 .Professional Development 2
Well, I had an interesting time at the State Capitol this week.....I am very thankful for the colleagues I have at OU and around the state.
This week you will be reading about different types of PD besides workshops as well as how to plan a workshop. These will be useful as you plan your own PD program. Most of us, myself included, see PD as being a workshop with an outside expert telling us about new research or teaching methods. I do quite a bit of this kind of PD, especially in my international work. But it is really important that literacy leaders know about alternative formats, ones that may address large groups but be more informal or ones that are focused on small groups who are interested in a specific topic.
The formats you will read are different types of PD aimed at supporting teacher knowledge development. They are article study, pd at faculty meetings, and lesson study. What do you know about each type? Have you ever participated in one of these formats?
Strategy 7 is about planning powerful PD. I'd read this strategy last after you have read the others. What has made a PD workshop powerful for you?
After you read, think about how these strategies will help you plan your PD program.
When will you get together to give each other feedback on your drafts of program plans, and help each other incorporate the feedback that you got from the faculty and administration? How can I help you?
Have a good week!
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I am really interested in knowing about all the other types of PDs that we will learn about this week. I think many teachers, and coaches are unaware of the different types there are and as a result limit their PD styles for presentations.
ReplyDeleteWith regard to the types of PDs you mentioned, article study, PD at a faculty and lesson plan study, I have never heard about are participated in any of them. Even though I am not familiar with them I will say that each of them are precisely what their name says. During an article study an article is either passed around or provide beforehand in order to be discussed, analyzed or critiqued. I would say a PD at a faculty meeting occurs when both a PD and meeting is integrated into one setting, where teachers leave with information they need to know as well as new information as it pertains to the information being shared through the PD. Last, the lesson study I think revolves around one or a two lesson plans where teachers either discuss it or it is modeled and critiqued. I think this type of PD can be done in either grade level groups, individually or in larger groups.
A powerful PD workshop to me was interesting and insightful, thus I wanted more. Often times I think about PDs being boring and lifeless. Outside the classroom I have had the opportunities to attended numerous PDs as a TMCF Scholar. First and foremost, these PD workshops were powerful because the facilitators were ecstatic about what they were doing and in how they presented the information. Also, these PD workshops were conducted in small groups, there were manipulatives, everyone was friendly and motivated and overall the atmosphere was welcoming. As a result of these factors, the PD workshops I attended became powerful and the fact that I remembered them says something as well. Unfortunately, many times we as teachers go into PD sessions and then leave without even remembering what was shared, which in my opinion doesn’t show that it was a powerful PD workshop.
What do you know about each type? Have you ever participated in one of these formats? What has made a PD workshop powerful for you?
ReplyDeleteI have never heard of or participated in any of those types of PDs. However, if I had to guess I would say an article study is when a group of teachers, grade level teachers, or a teacher and literacy coach get together to talk about an article geared toward a specific topic. This article will enlighten teachers, giving them ideas about do’s and don’ts and other specifics to know about. The same can be said for a lesson study. A PD at a faculty meeting is just what it says. Instead of scheduling two different days, a PD is worked into the meeting and teacher have no option but to be there. (lol)
A powerful PD workshop for me occurs when teachers are given opportunities for active learning and engaging with one another. Interaction and collaborating are very big for me when it comes to Pd sessions. I think this can be a success when the facilitator shares responsibility, and does not want the be the only one speaking, and of course when technology is used. :)
What do you know about each type? Have you ever participated in one of these formats?
ReplyDeleteThe PD I’ve participated in has been the fairly traditional workshop style, where there is an “expert” who presents information. It is usually followed by a cooperative time of sharing, planning, or applying what was learned. One larger district I used to work for created a day of a variety of class topics that teachers could choose from for their PD. This meant that most teachers got to choose something that they were interested in. We often include PD as part of faculty meetings at my school. We meet to discuss real needs in our school and develop knowledge in that area to provide tools to the faculty. I had the opportunity to go to ILA in Boston this summer. We got to participate in author studies, topical workshops, and current issues in literacy. I haven’t participated in PD that was an article study or a lesson study. I don’t have a lot of knowledge about those.
As a group we went over our needs assessments. We discussed the format for our plans, but we need to plan a time to meet to discuss our drafts and feedback info.
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ReplyDeleteWhat do you know about each type? Have you ever participated in one of these formats?
ReplyDeleteI have mostly participated in traditional workshops where an “expert” present’s information and we are expected to implement it in our classroom. In regards to article study, my school has done a type of PD where we did a book study. I think both of these types of PD would be similar where the faculty reads an article or book and discusses it and how it can relate to the building. We have had PD during faculty meetings on occasion also. For example, our EL specialist would present information about EL students and how teachers can help them in the classroom. This is informative, quick and helps when a staff member presents the information because we know that she works with children and can relate to what we are experiencing in the classroom. Lesson study PD is something that I am not familiar with but seems intriguing!
What has made a PD workshop powerful for you?
PD workshops that are most powerful to me when I can see it being useful to me, my students and my classroom, collaborative, presented by someone who has worked with children and lastly has research that backs up what is being presented.
As a group, we have gotten together to discuss the results of our needs assessments and helped one another see which plans we were going to implement. We will need to get together another time to discuss the drafts of our plans.