We loosely structured the day around three components of instructional design: Identifying the student
outcomes, planning for student engagement and planning for student success. The draft graphic we developed was created not as a planning template, but as a tool to generate the right kinds of conversations around instructional design. The day gave priority to these conversations with only a couple of interruptions to bring the group back to review progress and push the conversations forward toward developing materials that the teachers could use in their classrooms.
The feedback we received from the participants was excellent. It was suggested that next time we might want to identify a grade group or curricular theme for the planning session. Having the CSS teachers available to plan and work with the visiting teachers was extremely valuable, but difficult to release teachers from all curriculum areas and grades to support the planning. If we begin with a more targeted group, we would be able to release our own teachers in the same area for mutual benefit.
We also reflected that the flexible structure of the planning day allowed for more opportunities for regrouping, teacher conversations, sharing and networking. The teachers appreciated the time they were given to self-direct their day. Some teachers needed to return to some classrooms for observations, or to speak with teachers, while others wanted to continue the conversations, and others used their time to apply the work we'd covered in the morning to creating rubrics and plans.
The full day collaborative planning model is one that we would like to continue to refine and offer as we look for PD models to meet the needs of our staff and educators around Alberta.
1 comment:
Dan, thanks for providing a comprehensive overview of what by all accounts was an outstanding collaborative learning experience. It was good to hear the positive feedback from the Buffalo Trail guests as well as the comments of appreciation for the learning experience expressed by the three CSS teachers who were co-planners and co-learners. Through this experience you demonstrated the efficacy of collaboratively developing a structure and focus based on the three components of instructional design. It is a good model to emulate and enhance.
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