PLC-F Agenda: Mar. 15, 2012

SMART Goal:  The PLC members will grow in understanding/proficiency for Project-based Learning and Balanced Assessment by engaging in regular lesson study aimed at achieving these objectives in the Learning for Life vision statement.

CHALLENGE: Collaboratively design and implement a PBL common lesson for our PLCs; utilize lesson study and instructional rounds to enhance the PBL learning and practice results-oriented decision making.

  • How should we continue to design Phase II of the PBL common lesson plan?
    • Revisit Lino it and debrief use.
    • Brainwriting with Google docs (in PLC-PBL collection)
    • By reviewing and reading Lino it and brainwriting docs, should we find common threads to weave together into multi-disciplinary pbl or PBL?
  • How should we coordinate schedule and scope of various PLC implementations as well as instructional rounds?
  • How will we support the various PLC pbl efforts as our teams begin to work on different projects with their students?
  • How will we assess the effectiveness of this PLC pbl work?

About Jill Gough

Learner, Love Questions, Problem-finding, Math w/technology. Interests: Collaborating, PLC, Formative assmt
This entry was posted in Agendas PLC-F 11-12, PBL Design and tagged , , , , , , , , , . Bookmark the permalink.

9 Responses to PLC-F Agenda: Mar. 15, 2012

  1. boadams1 says:

    1. Where are we? (PLC-F)
    In the PLC-F team, we are within the interior of Phase II of our PBL lesson study. As a team, we have developed and experienced Phase I, parts 1 (what is PBL?) and 2 (seeing media examples of PBL). We are in Phase II in that we have practiced using Lino It to collect post-it note ideas for PBL, and some of the PLCs are actually implementing Lino It and Phase II PBL ideation. As a PLC-F team, we did NOT brain write from our post ups to Lino It, but several of us have done so within the various PLCs.

    2. What are our needs? (PLC-F)
    I need to know where the various facilitators and PLCs are on this PBL journey. I need to know their needs and how I can best support their efforts.

    3. What is our plan? (PLC-F)
    We intend for ALL PLCs to try a PBL from their Phase II brainstorms – Lino It + Brainwriting. This would mean that math, science, history, English, and language would be implementing PBL ideas with their teams and with their students.

  2. professeurb2 says:

    1. Where are we? Language PLC has finished Lino It and is working on a PBL before brainwriting since that is where the group momentum is taking us.
    2. What are the needs? I’d like to know which PLCs meet per. 1 or 2 so that I can do some instructional rounds; I need to shut up and go with the group consensus on this language wing because I feel like I blocked a potentially better PBL on creating a common lesson plan around racism/diversity
    3. The plan? Move forward on creating a language wing proposal, experimenting, and strategizing; When we get to brainwriting, I would like to encourage the group to move into “Integrated Studies” territory because I feel like we are thinking primarily about our discipline; I don’t know if this is part of the PBL plan, but I’d also like to explore the role of our department in the Strategic Plan (especially with regard to Globalization) and the Learning for Life Vision Statement

  3. Mecia Israel says:

    In Math/Science PLC, we have identified the three most popular PBL ideas. Next week, we will narrow it to one or two ideas and will begin to implement.

    In science PLT, we are planning our PBL for the fall, the research/ experimental virtual science fair.

    In Pre-Algebra PLT, we have three pbls planned from now to the end of year with the hopes they will help us launch / blend a bigger PBL.

    I need… time. I feel like the three layers within this excavation that I’m wondering if I will be able to do a “good” job finding control and balance.

    My plan is to do my best and depend on my colleagues to help problem find and solve with lots of encouragement.

  4. sgough says:

    1. Where are you?
    • Last fall, we did much of the exploration/thinking about a PBL. The members used PublishView to create “small” PBL activities. This was accomplished by teachers working collaboratively in subject teams to find media, web resources and mathematical models for a mathematical concept.
    • Several teachers have had students create a PublisView document for an open-ended project. Most notably Clemmons/Gough have student products with Godbold/Bailey having had students brainstorm.
    2. What are your needs?
    • I still need to know how to help teachers determine appropriate activities, how they should be allocated amongst departments (students cannot be working on 5 PBLs at the same time), how to work with other departments collaboratively,
    3. What is your plan?
    • I am thinking that we did phase 1 in a different way and want to work through phase 2 with my group by April 15.
    • Hopefully, we will lay out plans for each course to pursue as we begin next year.

  5. tsadtler says:

    Where are we?
    We are well into phase II, having posted several post-its on the Lino-it site. However, the “language wing” idea has caught our attention, and having recognized the time-sensitive nature of addressing this need before the end-of-year/next-year-prep work gets done by Cheryle, the Deans, and the Principal, we changed course abruptly (from brainwriting about the many ideas we generated during the post-up) to thinking through the “language hallway” idea. The idea is so little formed that I have called it two different names in quotes in the above paragraph.

    What are our needs?
    We need help determining seeing potential roadblocks, obstacles and disadvantages of taking on such a project. Some questions:
    **In an age of integrating studies (since we surely are not yet “integrated”), is isolationism within a Franco-spanish compound a good idea?
    **What added responsibilities come with maintaining such a space?

    What is our plan?
    Currently, to see this project through to its conclusion. Given the passion that our group has for this project, this may certainly be considered “passion-based learning,” but is it upper-case PBL? Is it the greatest need that we have to address? Dunno.

  6. Danelle Dietrich says:

    In the Math/Science PBL, we have all written about a possible PBL project. We then had most other members of the team read these project ideas and attach their thoughts about enhancements for these possible PBL project ideas. We then wrote the main ideas on post-its and had people choose their top three. Top vote-getter was investigation of softball field (dimensions, area, design, where could it be located on campus, etc.), [can’t remember other two top vote getters]. However, several of our members were not in PLC when we voted and we wanted to get their input before choosing a project or two. We have said that we would like to “do” the PBL with the teachers in PLC before trying to attempt it with students. However, we have not decided whether to choose one project and do it with all the members or to have two PBL’s being designed simultaneously.

  7. jplgough says:

    The PLC-F team’s SMART goal
    The PLC members will grow in understanding/proficiency for Project-based Learning and Balanced Assessment by engaging in regular lesson study aimed at achieving these objectives in the Learning for Life vision statement.

    Our project is to forward the PBL essential action in our Learning for Life vision statement with our faculty. I think, as a team, we are all over the place about our lesson. Teams are in various stages of implementation just like students are in various places concerning proficiency. Our PLC-F team has “done the lesson” to a point as a team. We have watched and read the resources, and we have written about PBL. As a team we practiced with Lino It as a way to have a common place for a shared post-up of ideas. In teams, as we reach Phase II we have used the brain-writing technique (using Google docs) to listen and add to the ideas of others.

    The PLC-F team needs are varied. We need a plan for Phase III – a challenge for our individual PLC teams concerning implementation of pbl. We need to find and offer support for our struggling teammates. I think we need to determine how to best assess our work with our teams. As a team, we need to consider how to scaffold our intervention and enrichment to support our teams in whatever stage they are in to move all teams forward.

  8. Lauren Davis says:

    1. Where are you?
    The English PLC has finished Phase 1 of the common PBL lesson and is right now operating somewhere towards the “end” of Phase 2. We have watched and read various videos and articles, shared our ideas in groups both big and small. We have Lino’d some project ideas – either current or dream ones for the future – and, most importantly, we have done some brainwriting together. The brainwriting seemed to have been the biggest catalyst for our collective thinking, the time when we all felt a spark. There were so, so many good ideas flowing. After the brainwriting, we did another post-up (on wall, not Lino) with our broader questions about PBL. Affinity mapping and discussing these big-idea questions was a sort of yellow-light experience for us, and that’s where we are now. The philosophical discussion was not without purpose or focus, but it’s time to find the spark again and to dig more deeply into the ideas presented in our brainwriting.

    2. What are your needs?
    We need to come up with an organized and focused but still authentic way to return to the brainwriting and narrow down our ideas. We need to take a few of them – the ones we like best – and to then apply them to the 7 Essentials, using that as a framework and checks-and-balances system to make sure what we want really is PBL.

    3. What’s your plan?
    Talk to LAL, talk to our group, talk to this group and get advice. Our group is going to need a very specific plan at this point. We need, at least for the next few meetings, to veer away from big-picture and get more specific with our own ideas now.

  9. fredy says:

    History PLC:
    1. Where are you in the process? We are still at the planning stage of our final assessment for this semester. As Jennifer and I noted last week, it is not really a pbl, but we can use it as a way of teaching our history PLC how it is like and unlike a true pbl . The hope is to get the other member(s) of our history PLC to have an “aha moment” and work from there.
    2 . We need to have a “nudge” from Bo and Jill to encourage the group to really engage and seriously think about pbl.

    3. Our plan is to have the proess begin on Thursday, March 22. No, really!

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