Our focus is always based on student data. So, I may ask for strategies to improve a certain student or group of students in inference questions. We might look at phonics data and decide what interventions should be made and how students should be grouped. Hope this helps. Mary
On Wed, Jun 24, 2009 at 10:23 AM, <drmarinac...@aol.com> wrote: > CAN ANYONE SHARE SOME OF THE SPECIFIC TEACHER QUESTIONS THAT HAVE BEEN > GENERATED...(OOOPS SORRY CAPS LOCK)...are PLCs taking it a step further and > conducting action research? > > > -----Original Message----- > From: cnjpal...@aol.com > To: mosaic@literacyworkshop.org > Sent: Wed, Jun 24, 2009 8:16 am > Subject: Re: [MOSAIC] Professional Learning Communities > > > > > > > > > > > > I guess planning is one way you could do a PLC...but I think you lose the > inquiry when you do it this way. > We let the teachers generate questions of interest related mainly to > students...we look at student data and research ways to improve learning. > There must be lots of ways to do PLC. > Jennifer > > In a message dated 6/24/2009 6:57:06 A.M. Eastern Daylight Time, > mrsjro...@aol.com writes: > > I am moving to a new grade level in the same school and my new team is > piloting PLC's in our building. From my understanding, this is the way it > will > work. Our team consists of 5 teachers. One each language arts, math, > science, social studies and 1 special education teacher (me). Our team > leader, > the science teacher, has had some training in structuring the PLC's so > this > is what from my understanding is to take place. Prior to the beginning of > school, we are to have our curriculum maps broken down into basically > three > week blocks. The first three weeks will primarily be procedures and > content > review. So at the beginning of the year. we will be meeting daily for a > while to start with planning our second three week block. We will bring > our > materials, activities, assessments and everything we plan to use to the > table > and then the five of us will work together to evaluate, make > recommendations, and support each other as we develop every thing for > this second 3 week > block. There is a framework from which we work - don't have mine yet but > I > am trying to obtain information about it.So basically while we are > teaching one three week block we will be in the planning and refining for > the next > three week block. Does this explanation make sense? Jennifer and others - > does this sound familiar? > > June > Grade 7 Language Arts / Special Needs KY > > > > > **************Check all of your email inboxes from anywhere on the web. > Try the new Email Toolbar now! > (http://toolbar.aol.com/mail/download.html?ncid=txtlnkusdown00000027) > _______________________________________________ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > > > > > > > _______________________________________________ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > _______________________________________________ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
