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How is teacher learning that occurs within PLCs evidenced? This is your new blog post. Click here and start typing, or drag in elements from the top bar. Start blogging by creating a new post. You can edit or delete me by clicking under the comments. You can also customize your sidebar by dragging in elements from the top bar. The author of this website is an Assistant Principal of a primary school, currently completing a research thesis as part of a Doctor of Education.
KEY RELATED IDEAS - PROFESSIONAL LEARNING TEAMS
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Kurt Lewin put forward four stages of the action research process as: plan, act, observe and reflect; form ongoing cycles of research. These cycles of action research resonate in all models of professional learning communities (PLCs) presented in the literature. There are various models of action research that have spawned from Lewin’s original conception, all of which involve a cycle with several phases centered on the identification and resolution of a problem. Action to implement the plan.
PLT MODELS - PROFESSIONAL LEARNING TEAMS
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There are multiple models of PLCS presented in the literature, with many recurring commonalities and some disagreements. The strongest commonality arising from the literature for PLCs is: collaborative practitioner inquiry; the strongest disagreement with the literature is: the focus of PLCs being either learning or teaching. Reichstetter (2006) identified three critical components necessary for facilitating and sustaining PLCs:. Collaborative teamwork and decision making. 1 Collective work in teams.
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Are PLCs taking in schools, locally and broadly? To what extent are PLCs occurring in schools that are by nature (as described by Habermas):. PLCs as: technical, practical and transformative? Is there a model or can a model of PLCs be formed that gives appropriate consideration to both teachers’. Educational understandings and their resultant. How can teachers be guided to. To initiate and sustain improved teaching. How are the principles of ‘. Rsquo; related to PLCs? What is the role of.
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Professional Learning at Sawston Village College. Questioning; Challenge & Engagement. Helpful tips and exemplification for thought provoking questioning…. Allowing students to develop a fuller understanding of a concept because they have tried to explain it. To easily recall existing knowledge. To be able to link the ideas in the lesson with existing knowledge. To tackle problems at a deep level and. February 19, 2016. 5 unfortunate misunderstandings that almost all educators have about Bloom’s Taxonomy.
PROFESSIONAL LEARNING TEAMS - HOME
WHAT MATTERS MOST IN PROFESSIONAL LEARNING TEAMS IS LEARNING IN THE BROADEST SENSE; LEARNING THAT IS FOR ALL AND IS CONTINUOUS.
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