6C. Portfolio Assignment
Implementing a Vision
There are innumerable models to follow when implementing a vision. However, some are more or less vetted. Read through a few of the models below that have been very well vetted and think about how the professional learning that you lead might be restructured to come into alignment with one of these models. It's also important to find out if one of the following models is one that's already being implemented in the environment for which you provide support.
Models
Constructivist LearningConstructivist Learning Strategies have been utilized in a variety of different contexts over the past 150 years, starting with John Dewey and extending to the work of Maria Montessori. There are eight major aspects of Constructivist Learning Theory listed here.
These eight aspects build upon three major themes: Communication, Collaboration and Creation. |
Project-Based LearningPBL or Project Based Learning is also based on the initial work of John Dewey. In the present day, PBL is used in a variety of different learning contexts, but there are nine "Essential Elements" that are included in all student projects.
For more information about Project Based Learning, go to: www.bie.org |
Design ThinkingDesign Thinking is a model of building learning activities for groups and individuals. The Design Thinking process goes through five steps to develop a "product."
Empathy: The process starts with an initial study of the environment and an interview with the client to develop empathy for the client and their needs. Define: The group of learners then goes through the process of defining the needs of the client and checking back with the client to see if these needs are accurate. Ideate: The group then sketches out potential ideas that would meet the client's needs. The goal at this step is to come up with as many ideas as possible, regardless of their potential for success. Prototype: This step in the process requires the learners to refine their ideas and build a prototype that could be presented to the client. During this stage, the client may be brought in to provide feedback. Test: In this stage the prototype is tested, but there is also an emphasis of 'rapid iteration,' where changes are made quickly and new prototypes are created and tested. Some of the underlying goals of Design Thinking involve the themes of communication, real world projects, and 'radical collaboration." The d.school at Stanford University holds several "Design Thinking - Crash Course Sessions" each year for visitors to take part in. You can find more information about the d.school and Design Thinking Crash Courses by going to: http://dschool.stanford.edu |
Methods
In developing your professional learning opportunities, it's important to have the format fit the function you are trying to achieve. Sometimes you have control over how many sessions you offer, and sometimes you don't have that choice. Either way, there are some integral questions to ask yourself once the timeline and structure of the professional learning is determined. And above all else, how are your answers reflective of your vision? Your choices should be reflective of your vision.
One-Shot SessionsWhat are ways you could, as the workshop facilitator, develop activities that would allow participants to collaborate in meaningful way and create a product they could use after the workshop?
Multi-Session WorkshopsAs a workshop facilitator, what are some ways you can leverage being able to work with the same group over multiple sessions? What kind(s) of deliverables can you expect from each session or overall?
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WorkshopsThe nature of workshops lends itself to creating learning experiences which are communicative and collaborative. As you develop activities for workshops, attention should be focused on having participants create an artifact that represents the work the group completed in the workshop. If the artifact can be published to a website or other digital format to be accessed after the workshop, it will stand as an easily accessible example of the work completed and will serve as an example for others to follow in the future.
CoursesIn courses, you have the most number of contacts with participants, whether it is face to face or virtually. Developing a process of peer review of student work creates an audience for the work products completed and develops a community of learners within the course. Your role as the facilitator / coach changes from one where you are the one person responsible for presenting content, to one where you serve as a facilitator of participants self-discovery of the content.
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One or More of the Above + Coaching
When engaging in a coaching relationship with those people who have completed or are presently involved in one of the other professional learning models, your role should focus on supporting the learner's own process in learning and applying the skills learned in the other professional learning activities. One of the goals of a coaching model is to provide a process by which the learner is reflective regarding the content. In some instances, it might be necessary to provide a sequential structure for learners to construct their work products, in other situations you will be able to allow learners to become self-directed and only provide a basic outline of the learning tasks to be completed. This is crucial for all coaches, since the key of all coaching models is to support the learner to learn and master the skill so that they can perform the skill without support in the future.
Portfolio Directions
Crafting a mission, vision, values and goals is valuable for anyone in education, regardless of their role. Mission, Vision, Values and Goals can be created with a class of school-age students, an adult school staff or a school board. Even more important is actually putting these valuable components into action.
- Determine what your Mission, Vision, Values and Goals are - you may want to refer to 6B for your Vision as a place to start
- Design an implementation plan for putting these elements into action using any Web 2.0 tool best suites your style, based on your Mission, Vision, Values and Goals.
- This could be the introduction of a Professional Learning Activity, Workshop or Course
- Articulate goals, deadlines and structures for the anticipated Professional Learning Activity
- Who needs to assist you in achieving this plan? How will you need to support others?
- Let your audience know how this activity, workshop or course would support the M, V, V, & G of your client’s/customer’s organization, district, school or classroom.
- Please include a copy of your own M, V, V, G in your plan.
Image Attributions
1. Constructivist Learning - http://en.wikipedia.org/wiki/Constructivism_(philosophy_of_education)
2. Project Based Learning - http://www.bie.org
3. Design Thinking - http://dschool.stanford.edu/
2. Project Based Learning - http://www.bie.org
3. Design Thinking - http://dschool.stanford.edu/