Skip to main content

Posts

Showing posts from March, 2017

Part 3: Determining the Culminating Event: Why I am Using PBL to Design Professional Development

In my previous two posts, we established what our learning target is and how to frame it as a problem statement for our staff to address. Since I am not really comfortable with the phrase "problem statement" (at least in the case of when we are talking about doing what is best for our learners), I am going to go with the simple reframing of an "opportunity statement".

Now that we have outlined the goal of our faculty learning, the question of "how do we design an authentic learning experience for our educators?", is answered in the very real world of their practice as educators. Some questions we considered as we were designing that authentic experience are:
What culminating event would demonstrate that our educators are able to take advantage of this opportunity? In very real terms, what product by virtue of its creation, would accurately convey the learning of the educator? How will the new learning affect instructional practice?

Considering these question…

Part 2: Leading by Doing: Why I am Using PBL to Design Professional Development

Identifying the Learning Objective
Recently, I shared the reasons why I am using Project Based Learning as a design model for our professional learning as a campus. This week, I would like to describe the early steps of that process.
I was hired in early July to be the principal of New Tech High @ Coppell. Any time you enter a new system (I was hired from outside the district) and especially a new campus, it can take some time to review the data, make observations, and develop a plan. The goal is to make sure that the plan that is created is not just driven by the traditions of the school or by the proclivities of the new leader, but by the current and future needs of the campus.
The first step in designing a lesson, project, etc. is understanding what standards, objectives, or essential questions that need to be obtained. When designing professional learning, the process begins just the same, the only difference is the question must be answered for adult learners. As a project based cam…

Currently Reading