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Slide Notes

In my scenario, I have 2 teachers that are not fully participating and showing slower progress. I know exactly who they are! There will always be these students so there has to be a plan to address these issues.

In Course Corrections

Published on Aug 04, 2019

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PRESENTATION OUTLINE

In Course Corrections

Myshele Morgan - American College of Education
In my scenario, I have 2 teachers that are not fully participating and showing slower progress. I know exactly who they are! There will always be these students so there has to be a plan to address these issues.
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Chickering and Gamson 7 Rules

The Seven Principles for Good Practice in Undergraduate Education
I will be using the Chickering and Gamson 7 rules for Undergraduate Education. Even though my students are teachers, most of the principles are still applicable and useful.

ENCOURAGE CONTACT BETWEEN TEACHER AND STUDENT

#1 is Encourage contact between teacher and student.
This is easy as I have regularly scheduled, weekly meetings with teachers. This time is used for instruction as well as open communication. We can discuss any issues that are preventing progress and propose solutions to these problems.
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#2 Develop reciprocity and cooperation among students.

Pineapple Charts
#2 is develop reciprocity and cooperation among students. This is a good time to employ the use of pineapple charts. Pineapple charts provide a system for teachers to invite one another into their classrooms for informal observation. Teachers who are comfortable with technology can post when they are using any of the tools presented in the course and those who are unsure can make a point to observe those classes. This is beneficial so that they get the opportunity to see the tools in action and can later meet to for a Q&A session.

#3 Encourage active learning

#3 is Encouraging active learning. Learning to integrate technology is like learning a new language. Immersion and actively participating speeds up the learning process. Teachers are often afraid to try new things without having full knowledge of how it's going to work. It is my job to encourage the effort. In order to do this, I will offer to co-teach or be with them when they implement new technology. This should make them more comfortable and give them the experience of active learning.
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#4 Give prompt feedback

Prompt feedback is principle #4. After our co-teaching experience, we can meet for a debriefing session to provide feedback. I see this as a two-way conversation with feedback on how the tools/technology works for their class as well as my input and feedback on how to best use it in class. We can also do this during PLC.
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#5 Emphasize time on task

Encourage practice in classes
#5 is Emphasize time on task. Since I am working with teachers and they are not obligated to participate or complete the course, my goal here is simply to encourage teachers to make an effort. During PLC time I have their undivided attention. This is a good time to make sure they are practicing with the tools and leave with an idea for implementation. I can also schedule a time for me to visit their classrooms if needed.
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#6 Communicate high expectations

Communicate high expectations is #6. I have high expectations for my teachers. The district has also invested heavily in technology and it is up to us to put that technology into good use. My best approach for communicating the high expectations is to focus on how properly using our 1:1 will benefit students and have a positive impact on student outcomes. We have been using the SAMR model to evaluate how we are using technology in our lessons. I try to blend this with Bloom's Taxonomy to encourage higher level expectations.
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#7 Respect diverse talents and ways of learning

The last of the 7 principles is to respect diverse talents and ways of learning. I feel like this is standard best practice with teaching. Teachers absolutely have different strengths and as an educator I not only recognize that, but I can use those strengths to build in others. The pineapple charts are a perfect example of this. I also have tried to build in a variety of learning experiences to address the multiple ways of learning.

Plan B

The timeline for this course is flexible. If there are any glitches with the technology or interruptions to our meeting times, there is time to adjust. While there will be no changes to the course or the activities, we can adjust the dates and times. Part of teaching is being flexible and adjusting to the current situation. Since the course is not necessarily mandatory, it needs to be as stress free as possible.

References

References
Chickering & Gamson, Z. (2019). Chickering and Gamson 7 Rules for Undergraduate Education. Retrieved from http://citt.ufl.edu/tools/chickering-and-gamson-7-rules-for-undergraduate-e...

Gonzalez, J. (2016). How Pineapple Charts Revolutionize Professional Development. Retrieved from https://www.cultofpedagogy.com/pineapple-charts/

Myshele Morgan

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