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•Conduct a Learning Lab with your students

•Design and implement a stations-based lesson based on the TPACK framework

•Get your DE Coach involved

•Document: Take pictures, videos, collect student work

•Move outside your comfort zone

•Invite Others in!

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Next Steps in DLC Teacher PD: The Power of Engagement

Learning Targets:
-I CAN define and identify different types of student engagement.

-I CAN construct and customize a digital Board, which requires multiple media types.

-I CAN create varied learning activities that engage students based on interest, readiness, and learning styles.

-I CAN work with colleagues to welcome and structure feedback in Learning Labs.

Full Agenda: https://drive.google.com/file/d/0B4UDUaLq6Rp4dG1ubnJ3REl3aUU/view?usp=sharing

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Many pedagogies and technologies can be combined to meet content goals. Determining the best pedagogy and technology combination is determined by first examining the students. What differentiation needs are there? Where are students starting with their content knowledge (what does the data say)? In addition, considerations such as how much time is available and what background knowledge are they coming to the table with with re: tech (and what background knowledge does the teacher have)?

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Our use of technology should be driven by our pedagogical needs.  Where can the tech help students connect to ideas of others? Where can it lower the barriers to learning? Where can it ease the workflow of teachers?  But we also have to be cognizant and wary of the flip side of each of these questions.  Where does tech provide a barrier or hindrance to learning?

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Simplifying the important messages for our staff so that they not only understand the tight connection of "dots" but also believe in those connections and the efficacy they provide to better help our students.

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Our district structures, and more importantly, our culture, allow us to address instructional improvements at a high level.

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Expanding possibilities

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Continue to provide teachers feedback and support with our areas of focus--and helping to connect dots for them.

As we've realized even more so this year, the time piece is essential in supporting teachers in professional growth in order to allow them to go deeper, and not just broader.  We do feel affirmed in the steps we've taken thus far in our journey.

The TPACK venn-ish diagram is a nice visual representation of the elements that contribute to effective instruction. The teacher still plays the critical role of determining how those elements come together for student success.

I can support exemplary lesson design by continuing to empower teacher leaders through providing them the necessary time, resources and vehicle to share ideas, as well as partner with them in the planning process.

We can grow a learning centered environment by continuing to focus on the student--specifically, being explicit in what they are expected to know, providing teachers with the resources and tools (a wide range of engaging instructional strategies from which to pull) and holding students (and staff) accountable for this learning.

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Simply to continue the focus on the engagement piece and making sure that everyone becomes adept at recognizing it vs. compliance.

Continue to promote and model that culture/climate where all are comfortable putting themselves out there, risk-taking, etc.  Dovetailing off of Brad's comment.
Defining/honing the role of technology within the confines our current instructional practices as well as having well-defined roles for all involved.

The need to not make this look like "one more thing" and make connections to this process as just another dot that aligns with current District practices. Continue to have conversations around purpose/intention during the planing stages and to provide collaboration opportunities as much as possible.

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I have heard great comments regarding intentionality in observations...framing visits to classrooms with specific "look-fors" to focus feedback given to teachers on next steps.

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Continue to look for student engagement. Is rate of improvement increasing as a result of more active student engagement?

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I think the sharing by the other buildings is important to hear what else is going on with their DLC members

- Functions of domains: I feel like I need to make sure that I am available to observe and model for my DLC people more in order to support them more effectively.

I think there is still work to be done in relation to the pedagogy and as instructional practices improve, technology will naturally and effectively be intertwined

In my role, I would encourage staff to reflect on these three critical areas in lesson and unit planning. When doing observations , I will use TPACK as my look-fors and provide feedback specifically with my DLC folks.

We need to look at our classrooms as places where TPACK is at the center. It won't be all the time but it gives us a lens to use when planning for instruction. This will lead to a more learner-centered classroom, building and district

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When Rachel shared about her 3rd grade teacher's "deeper" center work, it made me think that collaboration among all the DLC teachers would be beneficial.

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When Rachel shared about her 3rd grade teacher's "deeper" center work, it made me think that collaboration among all the DLC teachers would be beneficial.

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•How can I effectively support lesson design that addresses content, pedagogy and technology?

•How can we grow a learner-centered environment throughout our district?