Thursday, August 1, 2013

Back to School On Campus Staff Development, PBL Style

A couple of smart principals I know (and luckily get to work with frequently) told me that they're going to use Project Based Learning for campus staff development this year. We started brainstorming a Driving Question for this purpose. What do you think? Would you rather have PBL based Back to School staff development? What could we do to improve our DQ?

Driving Question:

How can you work in a team of 4-5 peers to create a 5-10 minute presentation on an engaging strategy, communication technique, or tool that could be used enhance learning or improve communication in our school?

Norms & Expectations:
  • All team members must speak about what they contributed during the presentation .
  • Teaching techniques or scenarios addressed by the teams should be presented in an engaging way and modeled during the presentation.
  • A digital representation or handout that will help your peers remember the technique/tool/idea, etc. must be shared.


Unknown said...

Is there a way to encourage looking beyond the "safe" or expected answer?

I think it is a WONDERFUL idea and I would be excited to attend a Development day at one of these schools!

MJF said...

The best staff development events I have attended involve teachers sharing their expertise with peers. Unfortunately, these have been very rare occurrences in my 3 year career. This is a very promising idea. The challenge is the make it so that teachers don't feel overwhelmed, or that they are being forced into doing extra work. How to sell it...?

Amy Mayer said...

@Lisa That's such a great point. I wonder if we should provide a model that takes it up a notch!?

@MJF I think so too. Thanks for saying so. I know I would rather do this than sit in a meeting ANY day. Maybe that's the selling point?

Unknown said...

The camera pictured is the predecessor to the one in the graphic at the top. Called Lucy, the camera was developed by Kogeto and sold by Teachscape. The Teachscape platform allows teachers control over who gets to see the videos and for what purpose. While panoramic video can be used for evaluation, its purpose is generally for coaching (which is actually the intention of the evaluation process). It's more for looking at student reactions and engagement than for evaluating teaching alone. Also, it allows educators to make teaching transparent, sharing their work with one another in teams. When implemented in supportive, professional ways, teachers actually report learning a great deal from watching themselves and gaining insights from colleagues. National Board teachers report that self analysis on video was the most valuable part of the NBCT process.

Like all tools, it can be used negatively and implemented poorly.