Using and Documenting Learning with Effective Professional Study Groups

1. Using and Documenting Learning with Effective Professional Study Groups IPD Conference, Dearborn December 3, 2004

2. Purpose of this session: To analyze PD known as study groups What, why, how, when, and who. Identify what you know about them�.and what you don�t yet know. Identify a few resources. Decide if it�s right for you and your colleagues.

3. Introductions Name Place of employment Role What do you already know about study groups? What do you still want to know about them?

4. Michigan�s State Board of Education�s PD Vision and Standards Work-embedded Focuses on Student Learning Research-based NSDC�s Staff Development Standards

5. Think, Write, and Speak

6. Think, Write, and Speak What has been your experience with learning communities? How did you recognize it, i.e., what characteristics did you observe that convinced you that is what it was? If you haven�t had an experience with learning communities, what was the closest to it? What was missing?

7. Think, Write, and Speak What has been your experience with study groups? How did you recognize it, i.e., what characteristics did you observe that convinced you that is what it was? If you haven�t had an experience with a study group, what was the closest to it? What was missing?

8. Characteristics of Study Groups Begins with student performance data Grounded in research and dialogue Collegial Intentional Focused, planned, documented, and measured

9. Video What did you see? What were they studying? Was there data? What value does it serve? How might it work with your colleagues? Who was the �leader?�

10. ASSIST

11. ASSIST Data? Research-based? Who uses it? How might it serve the PD model of study groups? http://cedcsg-186.user.msu.edu/ASSIST/temphome.htm

12. Starting a Study Group� Select student performance data to isolate a purpose Select group norms Chose a leader Chose type of study Maintain a regular schedule Document specifics

13. Professional Discourse - How Do You Recognize It?

14. Using Online Connections to Sustain a Study Group

15. Facilitating an Effective Study Group Someplace comfortable Bring food Ask for support of the group for your role as facilitator Document processes and learning Use high quality, rigorous material Nothing is more satisfying to teachers than challenging thinking about their work

16. Taking a Balcony View of the Conference��..

17. Taking a Balcony View of the Conference��.. Consider the sessions you�ve attended or the ones you�ve selected to attend. What is a common thread that runs throughout? Select a follow-through action related to that thread to report back to this group of colleagues by February 28th. (We�ll prompt you via email.)

18. Additional Resources for Study Groups http://www.ascd.org/author/el/92/nov/murphy.html http://www.murphyswfsg.org/Question.htm

19. Professional Development Cheryl L. Poole 517-241-4546 PooleCL@michigan.gov New Teacher Induction and Mentoring Bonnie Rockafellow 517-373-7861 RockafellowB@michigan.gov