YES, I THINK WE ARE GOING TO START WITH A NEEDS ASSESSMENT ...FIND OUT
ABOUT THE (OOOPS SORRY CAPS LOCK again) to find the degree of
communication anxiety amongst university students, then we are going to
come up with an intervention and maybe even start a student center for
oral communication (like our writing center).
-----Original Message-----
From: MARY KRAMER <mkra...@cbcsd.org>
To: Mosaic: A Reading Comprehension Strategies Email Group
<mosaic@literacyworkshop.org>
Sent: Wed, Jun 24, 2009 3:24 pm
Subject: Re: [MOSAIC] Professional Learning Communities
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
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