Viva la Professional Learning

February 24, 2017 | 8:00-9:30|#iPDX17

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Supporting Agenda & Links

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0.1 Pre-Assessment (MUST DO)

1. Utilize the following Personalized Professional Learning Pre-Assessment to help you start thinking about your own experiences and understanding the objectives your facilitators have designed to help you wrestle with the concepts related to designing more personalized professional learning experiences. It will also help your facilitators know how to guide the learning time and encourage you during the "U Pick" portions of your learning.

2. Consider: which question stood out to you most?

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The Extended Version

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0.2 Set Goals (MUST DO)

1. Navigate to the Google Slide that corresponds to the number you received when you came into the session. If someone is in yours just make a copy or scroll to the bottom and find an open one.

2. Add your name and set your goals for the session based on the objectives slide above.

3. Make sure you understand how to copy over the progress badges and add them to one of the U Picks or Must Dos. Ask a neighbor if you need help.

4. Try it out and put your first badge on 0.1 and 0.2 if they are completed.

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0.3 Peer Connection & Goal Commitment (U Pick)

1. Stand up!!! Move around the room.

2. Find someone that you do not know and reflect (by talking to each other) on the questions/prompts below

-This session will be successful if....

-In order to make this session successful for me I will...


We are talking progress ownership here people.... how will you own your learning? What will you do if you have a question or are confused? This is NOT a sit and get session... you will make this successful or not. Unless the activities totally stink and in that case our bad...

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0.4 Twitter Goal Commitment (U PICK)

1. Share your version of the following sentence stem with #IPDX17: In order to make this session successful for me I will...


**Don't have a Twitter account and want to join the Twittersphere today?? Let us know and we will find you a Twitter mentor for a couple minutes to get you set up. Bonus badges if you set up a Twitter account for the first time today and TWEET!

Team options for progression (independent, triad, district/campus team)

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1.0 Vision of High Quality Teaching & Learning (Must Do)

1. Do you already know what sketchnoting (also called visual note taking) is and how to do it? Skip to step 3 below (in this same activity)


2. If you need to learn about sketchnoting first explore the resources and examples in this presentation or check out the physical materials and examples at the station. Or watch this video from Brad Ovenell-Carter (skip to 4:30 to get to the elements of sketchnotes).


3. Sit quietly for a couple minutes and reflect on the following questions/prompts. We go so fast, absorb so much info, constantly hear about the newest and the greatest and the best thing to change education. This is your moment to slow down, stop and THINK. Use the sketchnotes technique (no judgement here-- remember it's about representing ideas not art) and represent your vision of high quality teaching and learning. What is YOUR vision of high quality teaching and learning?

-What do you believe about how learning occurs?

-What do you believe the role of students/the learner is?

-What do you believe to be the role of teachers/educators?

-What have been some of your most powerful learning experiences? What elements/qualities stand out to you about those experiences?

-What do you believe about curriculum/content?

-What do we want our learners to be like? In light of this--what types of learning experiences would be most effective?


4. There is no right or wrong way to do this. Just do it.


5. When you are finished. Take a picture/video/voiceover to demonstrate your thinking and upload it somewhere (like Google drive).


6. Copy the link to your work and paste it in the 1.0 Must Do section on your Learning Progression Map!!

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2.0 Teacher Competencies: Hexagonal Thinking

1. Based on your vision for teaching and learning (from 1.0) What are the specific teacher competencies we want to develop in order to reach that vision?

2. Choose from the following U Pick resources to help you start to answer this question. Keep some stickies nearby to write down the ones that stand out to you.


U PICK 2.1-iNacol Blended Learning Teacher Competencies


U Pick 2.2-TNTP Core Teaching Rubric


U PIck 2.3 -Texas example: T-TESS Teacher Evaluation Dimensions


Another one to take a look at - Nellie Mae Foundation: Educator Competencies for Personalized, Learner-Centered Teaching


3. Use the hexagons and dry erase markers to develop (or add to) a collaborative hexagonal thinking map.

-Write one competency on each hexagon (if one is already there then just add your initials to it vs. making a new one), then as you add hexagons to the map think about which competencies are connected and how. Talk to those around you adding to the map OR grab a facilitator to discuss the connections between the competencies. The powerful part here is the connections, so don't gloss over that!


4. Take some stickies and finalize/come to a consensus on the competencies you/your team believe teachers would need to reach the vision of high quality teaching and learning (from part 1.0). Take a picture of your competencies.


5. Upload to your Google Drive and link to your Learning Progression Map (2.0 MUST DO)

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3.0 Professional Learning Topics: Atomization

1. First let's learn about what Atomization is... Check this out (scroll to the photo)


2. So based on the competencies we developed in part 2.0, what PD topics and learning experiences would help to develop these competencies?

3. Utilize the atomization process to take each competency and atomize what PD topics and learning experiences would help develop that competency (use stickies). The 'grain size' of the topic or learning experience can be as big or small as you want. Use the atomization strategy to have bigger broader ideas broken down into smaller ones. Grab a facilitator for help as you get started on this.

4. Talk with those working on this activity with you. What are they noticing? Are there trends, overlaps? In other words, are there similar PD topics or learning experiences that could develop multiple competencies? Move around your competencies and PD topics to represent your thinking.

5. Find a partner, have them take a short video of you explaining your PD Topics/Learning experiences, and how they support the development of the competencies you developed. Then switch roles and do the same for them.

6. Upload your video to Google Drive and link to your Learning Progression Map.

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4.0 How might we demonstrate mastery?

1. Review the quote above. What do you think about that? Talk to someone around you working on this same section.

2. How might we demonstrate progress and mastery on the development of the competencies (2.0) we need in order to reach the vision of high quality teaching and learning from part (1.0)?

3. Review and contribute to the following crowdstorming document (scroll down to 4.0) with ideas on how we could demonstrate progress and mastery on the competencies.

4. Include the link to the shared doc with an example of one of your contributions in your Learning Progression Map

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5.0 Reflection:

Go here to reflect on the following prompts- see the sample text for an example of how to use the prompts.


Sample reflection:


I was able to develop a clear vision for teaching and learning and brainstormed the competencies teacher would need to develop to reach that vision. I would like to go back and finish the section on atomizing the PD topics that are associated with each competency and build a plan for how those PD topics/learning experiences could be developed and share with our teachers. I will get there by using the resources in the preso and meeting with my team on 3/5 to develop this plan.

Tracy Clark

Tracy Clark focuses on designing innovative learning opportunities for educators, administrators, and students, and partnering with district leaders to shift to more student-centered, personalized, and competency-based learning as a consultant for the CA Group. Prior to her work in personalized learning, Tracy served as a bilingual teacher in Texas and Mexico and with children with special needs - experiences that deeply influence how she views challenges in education.


Tracy received a master’s in early childhood education with a focus on children with special needs and a bachelor of arts from Texas A&M. She is a former organizer of EdTechWomen Austin and co-organizer of EdCamp Austin.

Greg Garner

Greg taught 6-8th grades in east Texas, was an instructional coach in Austin, Texas and Chapel Hill, NC and now works with teachers, principals, and superintendents across the state of North Carolina for the Friday Institute.

He holds degrees from LeTourneau University and Lamar University and is a doctoral candidate at North Carolina State University's College of Design.