Jan - June

'Structured Program': 8-12 ppl
7 full day sessions
*Days 1-2, back to back
Activity
Possible Content
Monthly Planning
In-Class Support
Questions/Notes:
Why Bother:
The Changing Needs of Learners
Day 1 of 2 day session
In this session, we’ll take a look at the historic, current and changing needs of our learners. We’ll consider the sheer number of resources available to kids today and the critical skill sets these require of our students. We will also review what research suggests about their draw to being hyper-connected learners, and the impact that has on our practice.

In addition, we will walk through the landscape of initiatives introduced and adopted by many districts across our country in the past 20 years, and the challenges both addressed and introduced by the cascade of technical devices and resources that have since exploded in the educational arena.

With these facts in mind, we will consider the vision of the district as it relates to this opportunity and your personal practice, as well as individual reasons for participation. We will also explore the research on professional development and identify the driving factors behind successful, sustainable professional learning.

We’ll begin building our digital learning community, including the creation of personal learning journals and a digital share space. We will also review the design and content of future sessions, as well as monthly planning and in-class support times.
+ 0.5 day w/ 1 partner
+ 0.25 day
can you bump it to 1/2?
What devices will they have access to? Wikis may not be the best choice if they are iPads.
Should this be the kickoff, or would it be better as day 2, after they have had a chance to examine themselves and theoretically consider the students? This then becomes a chance to observe, confirm/deny what they thought, and a chance to grow.

Overview - Why Are We Here?
  • Personal Participation
  • *District Vision, "in plain english"
  • Learning Out Loud (personal learning journals)
Who Are We? (teacher experiences)
Who Are They? (student experiences; underestimate)
Continuum? Disconnect?
- Podcasts (if time)
Wiki Reflection
Take-Away to Share (connector)
Collaborate & Create!
Mining the Learning Process
Day 2 of 2 day session
Team up with two of your students and engage in a hands-on design challenge, created to draw on learners creativity, collaboration, documentation and reflection skills.

Following the challenge, we’ll mine the process and share discussion around your collective experience, as we highlight benefits of documentation and reflection, strengths of multimodal tools, and connections to current standards and objectives.
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"Toolishness or Foolishness?"
Thinking Critically About the Use of Digital Tools
In this session, we’ll take a look at the what and how of digital tools being used by a range of educators.

Teachers will look to outside resources for project samples, lesson plans and rubrics, as they conduct a tool review based on one model for technology integration.

Considering the affordances and constraints of a set of tools, teachers will select one to explore, design with, implement in practice, and report back to our community on at our next session.
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I would consider making a "tool" day here that focuses on affordances/constraints of the tools, especially in comparison to more traditional tools.Are you picking the tools for them? If not, this could be where they limit their attention individually or as a group.
Begin digital share of someone else's resource here: blog post, tool review, project sample, lesson plan, etc? This could then lead to a digital share of their own at the following meeting.

Questions/Connections
Podcasts (?)
6-word Learning Experience
New/New - Old/Digital - Old/Analog
Cool Tools
Beta & Best Practice
Digital 'Natives'
Social Knowledge Building
  • Group Diigo
  • Diigo Dig
  • RSS (gmail)
  • Twitter
Who Would You Invite?
21Ct Students (EnGuage/NETS/CCSS) - if time
Reflection
Take-Away to Share
Pedagogy of Practice:
What Shifts Are Critical to the Support of Future-Focused Learning
This session will begin with a digital share of the experience teachers had following our last session. Included in each teachers share will be:
- the activity design
- implementation notes
- teacher reflection
- student work sample(s)
student reflection and feedback

Moving from tools to pedagogy, we’ll share time in this session considering the pedagogical changes suggested by the shift in focus from teaching to learning, and explore a framework that centers on the interplay between technology and pedagogy.

As further consider this relationship between technology and pedagogy, teachers will select an activity from the digital share to modify or tweak (or design a new one of their own), using resources introduced in today’s session. Teachers will implement in practice and share their experience and insights at our next session.
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If the day before is a "tool" day, could this be a "pedagogy" day? Then TPaCK could come in late in the day.

Questions/Connections
21Ct Students (EnGuage/NETS/CCSS)?
TPaCK - intro
Activity Types
Reflection
Design Time
Reflection
Take-Away to Share: activity for implementation
Considering the Interplay:
A Look at the Relationships between Technology, Pedagogy and Content
This session will begin with a digital share of the experience teachers had implementing the activity designed at our last session. Included in each teachers share will be:
- the activity design
- implementation notes
- teacher reflection
- student work sample(s)
- student reflection and feedback

Moving our focus to content, this session will take teachers on a collaborative and jig-saw journey designed to further familiarize teachers with the TPaCK framework. Teachers will examine and discuss examples that combine the three bases to different degrees and success, and finally define the areas of interplay in their own words and as they relate to their individual practice..

Drawing on the resources and discussions shared in today’s session, teachers will design an activity in their content area to implement in practice and share at our next session.
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What about half of this day and half of the next be days where half the teachers "present" their work, modeling the use of at least one tool/pedagogy?

Really like this suggestion - will address it in planning


Community Share/Learning
Peer Feedback
Commenting, Documenting & Reflecting
Reflection
Design Time
Take-Away to Share: activity for implementation
Developing Habits:
Exploring Learning Dispositions through The Habits of Mind
This session will begin with a digital share of the experience teachers had implementing the activity designed at our last session. Included in each teachers share will be:
- the activity design
- implementation notes
- teacher reflection
- student work sample(s)
- student reflection and feedback

Strengthening our focus, we will consider the Habits of Mind as they relate to your practice and the learning dispositions of your students.

Teachers will consider activity design elements specific to the Habits of Mind, and will review activities posted in our digital share, offering connections and suggestions in support of these thinking habits and dispositions.

With particular attention to the Habits of Mind on which students will draw when engaging, teachers will design a new activity to implement in practice.

Teachers will implement their new activity and prepare to share the connections they drew, both by design and observation, at our next session.
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Community Share/Learning
Peer Feedback
Teamwork & Collaboration
Reflection
Design Time
Take-Away to Share: activity for implementation
Finding the Core: Bridging The Common Core and Future-Focused Learning
This session will begin with a digital share of the experience teachers had implementing the activity designed at our last session. Included in each teachers share will be:
- the activity design
- implementation notes
- teacher reflection
- student work sample(s)
student reflection and feedback

As our work calls us to implement the Common Core, we will review and unpack an anchor standard in order to draw explicit connections to the skill sets demanded of future-focused learners.

Teachers will work in pairs to select a standard(s) relevant to their practice and explore specific connections to content, pedagogy and technology.

After sharing connections and identifying possible elements of design, teachers will select an existing activity to tweak or modify, or design a new one to implement in practice and share at our next session.


Where does common core come in?
Replace new/new with SAMR?
Habits of Mind is missing?
Additional Support for each member of cohort group:
Redesign & Planning (monthly):
+ 0.5 day w/ 1 partner

In-class (monthly):
+ 0.5 day


Stream of ideas for sessions, in no particular order...
collaboration
communication (multimodal, synchronous/asynchronous)
questioning
activity types
connecting district vision, 21CtL and teacher/student practice (what do we mean? what does it look like? this would be on-going)
learning journals/documenting & reflecting
personal learning networks - reaching out & pulling in
focus/separating signal from noise/corn from husk - or something cool you used to say/"multitasking" to hyperfocus
reading/writing in multimodal contexts
eyes are crossing - more tomrrow

Study Group Model: 8-12 ppl
Focus
Agenda
Questions/ Notes
Setting the Stage:
Identifying the focus, goals and process of our work
This session will begin with the exploration and translation of select principle(s) from the 10 Guiding Principles of BHS. As we work to translate how these principles appear in practice and in student learning, teachers will generate a list of questions that surface in their thinking and discussions.

Instrumental to the reflective research process, teachers will create personal learning journals to document their individual learning journeys.

Teachers will consider, cast and recast inquiry questions and subquestions, explore ways to collect data, then map a plan for gathering data from their classes to inform their selected research question. After posting their plans in their individual journals, teachers will consider the posts of their colleagues and offer one another feedback and suggestions in support of their research efforts.

Participants: Cohort members & leadership team

Mining the Data:
Reading the Data and Designing A Plan
Teachers will return with the initial data they collected and work to analyze and interpret the information, reflect on what it might suggest about their research question and the direction of their efforts, and then recast their question.

As a group, we will contemplate the work and insight of experts in fields related to our larger focus, summarize the experts’ perspectives, and offer professional connections to the learning experiences of BHS students and staff.

Individually, teachers will reflect on their question recast and the resources and strategies explored in this session to design a student resource, activity type, teaching strategy or project element (an “action step”) to test in the classroom over the next month. Teachers will record their plans in their learning journal and identify the kind(s) of data they will collect in this first round. After posting plans in their journals, teachers will consider the posts of their colleagues and offer one another feedback and suggestions in support of their research efforts.

Participants: Cohort members & leadership team

Reaching Out & Pulling In: Growing Our Learning Library
Teachers will return with the data collected from their “action step” designed in the last session and share their experience with the community. Information shared should include:
initial inquiry, including any recent tweaks, modifications or revisions
action step
type of and data gathered
teacher reflections
ideas for next steps

Teachers will work together to analyze and interpret the information, reflect on what it might suggest about their inquiry and the direction of their efforts, and recast their question, if needed.

As a group, we will create a digital library where TLC members will draw from and be encouraged to contribute annotated links to outside resources and research connected to individual topics of inquiry.

Reflecting on data, resources and insight gleaned through their own research in this session, teachers will revise their student resource, activity type, teaching strategy or project element (“action step”) to re-test in the classroom over the next month. Teachers will record these revisions and plans in their learning journal and identify the kind(s) of data they will collect in this iteration. After posting plans in their journals, teachers will consider the plans of their colleagues and offer one another feedback and suggestions in support of their research efforts.

Participants: Cohort members & leadership team
cohort members
Pulling It All Together: Looking At What Our Data Suggests
Teachers will return with the data collected from their “action step” designed in the last session and share their experience with the community. Information shared should include:
initial inquiry, including any recent tweaks, modifications or revisions
action step
type of and data gathered
teacher reflections
ideas for next steps

In this session, we will work to further analyze, reflect on and summarize individual data and findings, as they pertain to the collective focus of the group. Teachers will begin pulling their thoughts and reflections together to consider the story their data suggests and the critical questions that remain. Ideally, these stories should be designed to help others who are interested in their research topic bootstrap themselves more thoughtfully and quickly.

Teachers will also mine their most recent data to inform revisions to their “action step”. They will continue to develop their learning journal to share outside resources, revisions and on-going reflections that support their inquiry. In this iteration, teachers will identify remaining questions they feel are critical to their inquiry and the kind(s) of data they will need to collect to address these questions. After posting their questions, plans and data in their journals, teachers will consider the plans of their colleagues and offer one another feedback and suggestions in support of their research efforts.

Participants: Cohort members & leadership team

Sharing The Journey:
Designing Professional Learning Opportunities to Engage Others
Teachers will return with the data collected from their “action step” designed in the last session and share their experience with the community. Information shared should include:
initial inquiry, including any recent tweaks, modifications or revisions
action step
type of and data gathered
teacher reflections
ideas for next steps

In this session, teachers will reflect on their journey to this point and work in small groups or independently to create a self-paced professional development activity designed to acquaint others with their topic and experience, the implications of their findings to this point, and to interest them in trying their student resource, activity type, teaching strategy or project element in their own practice. Teachers will add the activity to their learning journal.

Teachers will also mine their most recent data to inform revisions to their “action step”. They will continue to develop their learning journal to share outside resources, revisions and on-going reflections that support their inquiry. In this iteration, teachers continue to target remaining questions they feel are critical to their inquiry and additional/different kind(s) of data they will need to collect to address these questions. After posting their questions, plans and data in their journals, teachers will consider the plans of their colleagues and offer one another feedback and suggestions in support of their research efforts.

Participants: Cohort members & leadership team

Looking Out & Looking Ahead:
Sharing Stories and Planning Next Steps
Teachers will return with the data collected from their “action step” designed in the last session and share their experience with the community. Information shared should include:
- initial inquiry, including any recent tweaks, modifications or revisions
- action step
- type of and data gathered
- teacher reflections
- ideas for next steps

In this session, teachers will select another individual or group’s professional development activity to test drive and provide feedback.

We will also look at remaining questions and next steps, collecting teacher insight and suggestions for this professional process of inquiry and design.

Individually, teachers will review their most recent data to inform revisions to their “action step”. They will continue to develop their learning journal to share outside resources, revisions and on-going reflections that support their inquiry. In this iteration, teachers continue to target remaining questions they feel are critical to their inquiry and additional/different kind(s) of data they will need to collect to address these questions. After posting their questions, plans and data in their journals, teachers will consider the plans of their colleagues and offer one another feedback and suggestions in support of their research efforts.

Participants: Cohort members & leadership team