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PLC + PBL = SUCCESS

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raina grove

on 29 July 2014

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Transcript of PLC + PBL = SUCCESS

PLC defined
"...educators committed to working
collaboratively
in ongoing processes of
collective inquiry and action research
to achieve better results for the students they serve."

DuFour, DuFour, Eaker & Many, 2006
Entry Event
Does this look or sound familiar?



3 Big Ideas
Ensure student learning
Cultivate a collaborative culture
Focus on results
4 Critical Questions
What do we expect students to learn?
How will we know when they have learned it?
How will we respond when they don't learn?
How will we respond when they already know it?
Effective Teams
Embed collaboration through teams that make sense
Schedule time for collaboration in the school day
Focus on the critical questions
Generate products by using timelines
Establish team norms
Pursue specific and measurable goals
Have access to relevant information (data)
Cultural Shifts
Fundamental purpose
Focus
Use of assessments
Response when students don't learn
Work of teachers
Professional development
PLC + PBL = SUCCESS
Thank you!
Driving Question
How do we utilize PLCs as a tool to drive guaranteed and viable implementation of PBLs?
Need to Know
Significant Content
PBL defined
"...a teaching method in which students
gain
knowledge and skills by
working
for an extended period of time to
investigate and respond
to a complex problem, question or challenge."

Buck Institute for Education
How do you use your PLC to implement and answer the complex questions surrounding your PBL?
What are the Big Ideas?
Collective Inquiry
Build Shared Knowledge
Essential Outcomes
The knowledge, skills, and dispositions (attitudes) each student must acquire as a result of each course, grade level, and unit of instruction.

Revisiting Professional Learning
Communities at Work (2006)

Activity 2
Guiding Questions
ENDURANCE
- Do we really expect our students to retain the knowledge as skills over time as opposed to merely learning it for a test?

LEVERAGE
- Will proficiency on this essential outcome help the student in core areas of the curriculum and other academic disciplines?

READINESS
- Is it essential for success in the next unit, course, or grade level?
POWER STANDARDS
Guaranteed & Viable Curriculum
Common Pacing
Common Formative Assessments
Common Rubrics
Common Assessments
Systematic Interventions
Timely
Extra Time and Support
Directive
Systematic
A school-wide plan that ensures every student in every course or grade level will receive additional time and support for learning as soon as he or she experiences difficulty in acquiring essential knowledge and skills.

DuFour, DuFour, & Eaker (2006)
But what if they don't learn it?
Big Idea #2: Cultivate a Collaborative Culture
Big Idea # 1: Ensure Student Learning
Norms






We will be present.
We will actively participate.
We will keep side conversations to a minimum.
We will represent the staff at our campus well.
What's learned here, leaves here.
Objectives









We will walk away with a fundamental understanding of PLCs through the lens of PBL.
We will walk away with a plan for utilizing PLCs as a tool to drive guaranteed and viable implementation of PBLs.
“Professional learning communities operate under the assumption that the
key
to improved learning for students is
continuous, job-embedded learning
for educators.”

Activity 1
1. Create a PLC analogy.

2. Have a snowball fight.

3. Share out.
PLC Foundations
Shared mission, vision, values, and goals - all focused on student learning
A collaborative culture with a focus on learning
Collective inquiry into best practice and current reality
Action oriented: Learning by doing
A commitment to continuous improvement
Results-oriented
Dr. David Conley - Professor in Oregon, conducts research on issues related to college-readiness. Through his research, he’s identified 6 critical skills that students need to learn and become proficient at in order to experience successful learning after high school.

College Knowledge
1. Analytical reading and discussion
2. Persuasive writing
3. Drawing inferences/conclusions from text
4. Analyzing conflicting source documents
5. Supporting arguments with evidence
6. Solving complex problems with no obvious answer
Benefits of Collaborative Study within PLCs
Promotes clarity
Promotes consistent priorities
Crucial to the common pacing required for formative assessments
Helps establish a curriculum that is viable
Creates ownership of the curriculum among those that are asked to teach it
DuFour, DuFour, Eaker & Many,
Learning By Doing
(2010)
Think: What are some STEM/PBL Connections?
Key Idea: Nobody works alone!
Key Idea: Learn together!
Think: What is this called in the PBL process?
The process of building shared knowledge by clarifying the questions that a group will explore together.

DuFour, DuFour, & Eaker (2006)
PLC "Why"
In-Depth Inquiry
How?
Students are engaged in a rigorous, extended process of asking questions, using resources, and developing answers.

Buck Institute for Education (2009)
Think: Which essential element of PBL is connected to the idea of "essential outcomes?"
Significant Content
At its core, the project is focused on teaching students important knowledge and skills, derived from standards and key concepts at the heart of academic content areas.

Buck Institute for Education (2009)
Tips:
Develop common pacing guides
Determine the most logical sequence
Devote more time to higher-order thinking skills and concepts
Ensure vertical alignment articulation (identify gaps or overlaps)
Share essential learnings and pacing guides with everyone who needs to know (shared knowledge concept)
DuFour, DuFour, & Eaker (2006)
Tips:
Decide on a specific minimum number to be used
Demonstrate how each item on the assessment is aligned to an essential learning
Specify a proficiency standard for each essential learning assessed on a rubric
Clarify conditions for administering and scoring the test consistently in each classroom
Assess a few essential learnings frequently rather than assess many learnings infrequently
DuFour, DuFour, & Eaker (2006)
Tips:
Agree on the criteria you will use to assess the quality of student work
Practice applying the criteria to real examples of student work until you are consistent in your scoring
DuFour, DuFour, & Eaker (2006)
Tips to Turn Data Into Information:
Administer group assessments according to the pacing guide to promote consistent testing conditions
After administration, individual teachers submit scores for each student to the designated person responsible for compiling the results
Collaborate about how each teachers' students performed on each skill compared to the total group of students
Focus on outcomes; identify strengths & celebrate individual students; identify problem areas; call upon teammates for help in addressing those areas
DuFour, DuFour, & Eaker (2006)
Also known as "Essential Learnings"
Think: How does a project calendar in PBL accomplish this task?
Think: How can we assess the quality of student work, including inquiry skills, interim products, & 21st century skills in PBL?
Think: How can we use clear and specific language in the rubrics for collaboration and presentation & for content knowledge in PBL?
Think: Why should we begin with the end in mind when planning a summative assessment (culminating product) in PBL?
Ask: Do kids receive this intervention according to a school-wide plan rather than at the discretion of individual teachers?
Ask: Are our students assured extra time and support for learning?
Think: What steps could our team take for those that do not demonstrate proficiency during or after a PBL is complete?
Ask: Is our response directive rather than invitational?
Are kids invited to put in extra time or does our system ensure they put in extra time?
Ask: How quickly are we able to identify kids who need extra time and support?
Is our focus prompt intervention rather than sluggish remediation?
Think: How can student revision and reflection within the PBL process be used during a PLC?
Think: What role do 21st century skills in PBL play in regards to collaboration?
Think: What tools can you use to manage student group collaboration during PBL?
Think: How can we give students voice and choice during PBL?
Collaboration Defined
A
systematic
process in which people work together,
interdependently
, to analyze and
impact
professional practice in order to improve individual and collective results.

DuFour, DuFour, & Eaker (2006)
Key question: What do we collaborate about?
Big ideas #1 and #3!
Working hard isn't the problem - it's making sure we're doing the right work
Activity 7
http://goo.gl/N1rN3m
Embed Collaboration
Put teachers on teams that make sense
Ask: Do these people have a shared responsibility for responding to the critical questions in ways that enhance the learning of their students?
Think: What methods can you use to group students in a meaningful way during PBL?
Establish Norms
Tips:
Each team establishes their own norms
Norms are stated commitments to act or behave in certain ways (not beliefs)
Reviewed at the beginning and end of every PLC until internalized
Assess norm effectiveness every 6 months
Less is more!
Establish a process for dealing with violations of the norms
This is a "collective commitment"
Discuss what the word norm means; list synonyms
Norms become the culture
Leaders should model everything they expect the teams to do
Schedule Time for Collaboration
Must be built into the school day
Cannot significantly impact instructional time
Cannot increase costs
Schedule ideas: visit
allthingsplc.info
and select “Evidence of Effectiveness”
Focus on Critical Questions
Must get clear on this!
What is it we expect them to learn?
How will we know when they have learned it?
How will we respond when they don't learn?
How will we respond when they already know it?
Generate Products
Essential outcomes
Common assessments
Systematic interventions
Tip: Create timelines
Determine accountability! Who is responsible for what and when?
Think: What are the benefits of creating project management logs for students?
Think: What is the importance of a group contract for students during PBL?
Establish SMART Goals
S
trategic and specific (relevant)
M
easurable (Where are we now? How much better can we get?
A
ttainable (incremental and realistic)
R
esults-oriented (Big idea #3)
T
ime-bound (When are our checkpoints?)
Share your results!
Think: How important is it to specify learning goals in PBL that prepare students for life and work (21st century skills?)
Criteria:
Address all points of the acronym
Align goal(s) to school and district goals
Focus on results, not activities. To achieve your goal, more students should learn at higher levels
Create a goal that fosters a collective effort and an interdependent relationship
Access to Relevant Information
Big Idea #3: Focus on Results
Ensure all teachers receive:
Timely and frequent
information on the achievement of their students, in meeting an agreed upon
standard
on a valid
assessment
in
comparison
to others.
Think: How does this concept relate to the essential PBL element of public audience?
Results orientation: A focus on outcomes rather than on inputs or intentions.
DuFour, DuFour, & Eaker (2006)
Results Orientation
Think: After a PBL, do the student products focus on the driving question? Did the students master the significant content and 21st Century Skills?
Think: What cultural shifts take place when you move from traditional teaching to PBL?
A Shift in Fundamental Purpose
From a focus on teaching... to a focus on learning

From an emphasis on what to a fixation on what
was taught... students learned

From coverage of content... to demonstration of
proficiency

From providing individual to engaging collabor-
teachers with curriculum ative teams in building
documents such as state shared knowledge
standards and curriculum regarding essential
guides... curriculum

What are the parallels between PLC and the PBL?
A Shift in Use of Assessments
From infrequent summative to frequent common
assessments... formative assessments

From assessments to to assessments to
determine which students identify students who
failed to learn by the need additional time
deadline... and support

From assessments used to to assessments used
reward and punish to inform and motivate
students... students

From assessing many things to assessing a few
infrequently... things frequently

From individual teacher to assessments
assessments... developed jointly by
collaborative teams

From each teacher determining to collaborative teams
the criteria to be used in clarifying the criteria
assessing student work... and ensuring inter-
rater reliability when
assessing student work

From an over-reliance on one to balanced
kind of assessment... assessments

From focusing on average to monitoring each
scores... students' proficiency in
every essential skill
DuFour, DuFour, & Eaker (2006)
A Shift in Focus
From a focus on inputs... to a focus on results

From goals related to to SMART goals
completion of a project and demanding evidence of
activities... student learning

From teachers gathering data to collaborative teams
from their individually constructed acquiring information from
tests in order to assign grades... common assessments

DuFour, DuFour, & Eaker (2006)
DuFour, DuFour, & Eaker (2006)
A Shift in Professional Development
From external training to job-embedded learning
(workshops and courses)...

From the expectation that to an expectation that
learning occurs infrequently learning is ongoing and
(on a few days devoted to occurs as part of routine
professional development)... work practice

From presentations to entire to team-based action
faculties... research

From learning by listening... to learning by doing

From learning individually to learning collectively
through courses and workshops... by working together

From assessing impact on the to assessing impact on
basis of teacher satisfaction evidence of improved
("Did you like it?")... student learning

From short-term exposure to to sustained commitment
multiple concepts and practices... to limited, focused
initiatives
DuFour, DuFour, & Eaker (2006)
Activity 3
Activity 4
Activity 6
Activity 9
Activity 11
Activity 5
Formative Assessment: Big Idea #1
Activity 8
Formative Assessment: Big Idea #2
Activity 10
Formative Assessment: Big Idea #3
Activity 12
Summative Assessment
Think: How are the definitions of PLC & PBL similar?
Think: How are these ideas significant to the PBL process?
Tip: Address these during EVERY PLC!
Summary
Raina Grove
Education Specialist: Instructional Coach
Region 13 ESC

References
DuFour, R., DuFour, R. "Professional Learning Communities at Work: Bringing the Big Ideas to Life." PowerPoint Presentation. Region 13 Education Service Center, Austin, TX. 19-20 March 2013

DuFour, R., DuFour, R., Eaker, R. (2006). Professional Learning Communities at Work Plan Book. Bloomington, IN: Solution Tree Press.

DuFour, R., DuFour, R., Eaker, R., & Many, T. (2006). Learning by doing: A handbook for professional learning communities at work™. Bloomington, IN: Solution Tree Press.

Graham, P., Ferriter, W. (2009). Building a Professional Learning Community at Work. Bloomington, IN: Solution Tree Press.

Kise, J., Russell, B. (2010). Creating a Coaching Culture for Professional Learning Communities. Bloomington, IN: Solution Tree Press.

Sagor, R. (2010). Collaborative Action Research for Professional Learning Communities. Bloomington, IN: Solution Tree Press.

Van Clay, M., Soldwedel, P., Many, T. (2011). Aligning School Districts as PLCs. Bloomington, IN: Solution Tree Press.





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