EDLD+5335+Learner+Centered+Staff+Development

** Learner-Centered Staff Development ** Staff Development Agenda Use the following table as a planning tool to complete the preliminary organization of the learner-centered staff development session. Refer to the Resource documents “Learner-Centered Principles” and “Learner-Centered Practices” to help you generate ideas for activities. February 2011 || 11 || Facilitator: Shanda Shoop |||| Location: Juan Seguin Library || Start Time: 3:00 pm (also offered during lunch and or/dept. meeting) || End-Time: 3:30 pm (times can vary) || 2. Plan the best way to present the example 3. Add music and fun lyrics to help students remember how to solve the problem 4. Practice and use a sample of students to see if they understand and relate to explanation 5. Have teachers break up into groups with at least one Math teacher present in each group. 6. Teachers are to review TAKS question information that needs to be covered whicdh will be provided because of limited time. I am sure the Math teachers are aware of the areas that need the most emphasis. 7. Each group will plan and rehearse and tape until you are pleased with the result 8. Before teachers are dismissed, have them fill out a survey to include positives and negatives for the activity. This will be a good time for them to offer comments and concerns as well. 9. Post survey results that can be helpful on campus group email. 10. Post videos that were created on Teacher Tube (if permission is granted), group email (campus and/or district) and to the school website 11. Encourage teachers to share with the class as a warmup or group activity 12. Give students the websites to use at home for continued practice 13. Encourage students to create more as they can easily create videos with their iPhones or borrowed flip cameras. 14. Watch for students to enjoy learning and improving. 15. What if other schools made helpful videos? This could become a district wide program to help all the learners. 16. Spanish versions could be made as well to help the Hispanic group that is also needing improvement with the Math TAKS test. 17. Music that caters to various student groups could also help improve scores as seen with the example below ***** || Each of these items could vary depending on time available and amount of detail required. 20 minutes or more || Professional development should provide opportunities to understand the theory underlying the knowledge and skills being learned. || Teachers can share and understand important concepts to communicate to students. Technology can make the lessons fun and easy to create. Posting lessons for teachers and students will give more opportunities for exposure. Sharing more examples at a later date can also assist with the skills that are to be demonstrated to students. |||| Teachers can share ideas and videos with others that can help students. Technology teachers can work with Math teachers to help with the process by creating more videos that students can help with as well. ||^  || 20 minutes or more/ could vary || See these examples: * [] · [] · [] · TAKS Prep Math Obj 6 Right triangle measurements
 * Week 2 Assignment Shanda Shoop**
 * Session Purpose: Increase Math TAKS Scores for 11th grade students ||
 * Learning Objective to Be Addressed: While all students will benefit, I would like to target the male students in particular with the following activities. ||
 * ===Approving Principal: Cathy Britton=== |||||| Presentation Date:
 * Grade Level:
 * <span style="color: windowtext; display: block; font-style: normal; font-weight: normal; margin: 5pt 0in; text-align: center;">Learner-Centered Activity || <span style="color: windowtext; display: block; font-style: normal; font-weight: normal; margin: 5pt 0in; text-align: center;">Purpose |||| <span style="color: windowtext; display: block; font-style: normal; font-weight: normal; margin: 5pt 0in; text-align: center;">Description || <span style="color: windowtext; display: block; font-style: normal; font-weight: normal; margin: 5pt 0in; text-align: center;">Steps || <span style="color: windowtext; display: block; font-style: normal; font-weight: normal; margin: 5pt 0in; text-align: center;">Estimated Time ||
 * · The content of professional development focuses on what students are to learn and how to address the different problems students may have in learning the material. || To increase Math TAKS scores for male students using specific examples from areas that need improvement |||| Create fun video clips with sample math problems; teachers, students, and administrators will help with the process. || <span style="color: windowtext; font-style: normal; font-weight: normal; margin: 5pt 0in 5pt 4.95pt; text-indent: 1pt;">1. Determine which problems need to be explained and/or reviewed.
 * · The content of professional development focuses on what students are to learn and how to address the different problems students may have in learning the material. || To increase Math TAKS scores for male students using specific examples from areas that need improvement |||| Create fun video clips with sample math problems; teachers, students, and administrators will help with the process. || <span style="color: windowtext; font-style: normal; font-weight: normal; margin: 5pt 0in 5pt 4.95pt; text-indent: 1pt;">1. Determine which problems need to be explained and/or reviewed.
 * · Professional development should be based on analyses of the differences between (a) actual student performance and (b) goals and standards for student learning. || Compare scores to see which ones need to improved |||| Specific problems will be explained and demonstrated to help learners ||^  || 20 minutes or more/ could vary ||
 * · Professional development should involve teachers in identifying what they need to learn and in development the learning experiences in which they will be involved. || Show teachers scores and specific questions and skills that need to be addressed and improved |||| Using specific problems with easy to understand demonstrations and examples with a fun format ||^  || 20 minutes or more/ could vary ||
 * · Professional development should be primarily school-based and built into the day-to-day work of teaching. || Offering the training at lunch and/or after school will give teachers a chance to attend, especially if they have family commitments, other duties, or meetings |||| Offer hands on training with examples to help the teachers learn a fun way to present material that may need to be taught to students or reviewed ||^  || 20 minutes or more/ could vary ||
 * · Most professional development should be organized around collaborative problem solving. || Teachers will discuss what should be addressed and how it will help these learners. Teachers could also me asked to bring materials to use to save time at the training session. |||| Problems will be demonstrated that will be most helpful and easy to understand and remember for the learners ||^  || 20 minutes or more/ could vary ||
 * · Professional development should be continuous and ongoing, involving follow-up and support for further learning – including support from sources external to the school that can provide necessary resources and new perspectives. || To help teachers with questions and concerns. Feedback can be communicated and improvements can be made. |||| By posting the results for the school/district to use. Perhaps teachers will want to continue to make videos for other teachers to share. Technology classes could also continue to help both the Math student and technology students. There are so many possibilities. ||^  || 20 minutes or more/ could vary ||
 * · Professional development should incorporate evaluation of multiple sources of information on (a) outcomes for students and (b) the instruction and other processes involved in implementing lessons learned through professional development.
 * · Professional development should be connected to a comprehensive change process focused on improving student learning. || By creating short videos, students can learn while being entertained. Key concepts and strategies can be demonstrated in a way that they can remember and reuse. |||| Video clips can be created to help learners with various learning levels. Other languages and examples can be incorporated that may target various student groups. ||^  || 20 minutes or more/ could vary ||
 * http://www.online-distance-learning-education.com/article_info.php/articles_id/91 ||