To prepare myself as a professional learning leader, I worked closely with my mentor to develop a professional development that aligned with the district and school goals concerning technology.
My focus for my professional development was to teach students 21st century learning skills and knowledge, including critical thinking. Employers are demanding future employees with critical thinking and problem-solving, creativity, self-direction, adaptability, collaboration, and communication skills. I created an alternative professional learning that is inquiry-based where teachers, known as learners, could experience inquiry-based learning in action and then later apply these strategies overtime in the classroom. In my plan, teachers will use if G Suite for Education, a cloud-based tools for nonprofit K–12 and higher education institutions and homeschools.
Over the course of a semester, teachers worked with their content group to discuss and model what inquire based learnings looks likes and how it could be implemented effectively in the classroom. Teachers proposed a question about an inquiry-based strategy to use in their classrooms, such as the question formulation technique. Teachers then worked collaboratively with each other to research and devise a plan of action to implement these strategies. Throughout the semester, teachers observed each other and provided effective feedback. They used this feedback to reflect, adjust, and formulate new questions based on the knowledge they had gained. It was important for teachers to research and test out these theories and share their reflections.
During the Initiation stage, learners described what inquiry-based learning is and why it should be incorporated into the classroom to improve student learning. Learners watched a 3-minute Call to Action video on Schoology about why we needed an alternative professional learning for teachers that focuses inquiry-based learning. After viewing the video, learners posted a comment in the discussion board on Schoology about their initial thoughts and reservations about the plan. Top comments were used to tweak the professional learning plan and were highlighted during our first professional learning meeting.
In the Presentation stage, learners learned about the advantages to G Suite for Education for inquiry-based learning and review social studies examples. Learners were grouped in tables, known as study groups, with other participants based on their specific topic, such as World History, Psychology, United States History, etc. With their study groups, learners engaged in action research. They read an article called “Where Do You Want to Go Today? Inquiry-Based Learning and Technology Integration” and discussed with their groups about the relationship of technology use and facilitation of inquiry-based teaching in social studies. Next, they visited thirteen.org and researched more about how technology can be used with inquiry-based learning. One person from each group was responsible for learning about each subtopic about inquiry-based learning and will share their information with the group. Learners then watched three short videos about G Suite for Education and Inquiry in Social Studies. Learners were given time to discuss essential questions while modeling collaborative strategies, such as think-pair-share, jigsaw, and small group discussion. Learners completed “Nightmare Cards” that addressed their potential fears about inquiry-based learning through technology. Before the conclusion of the meeting, learners participated in a walk and talk about what they had just learned, potential roadblocks, and possible solutions.
During the Modeling stage, learners examined how to use G Suite for Education and create lessons using the Inquiry-Based Design Model. Learners were divided into groups based on their specific discipline (Geography, World History, US History, Senior Team, Social Studies Electives). Learners selected one lesson from the upcoming unit to create a lesson based on the Inquiry-Based Design Model. They collaborated with each other to create the lesson and select appropriate tools from G Suite for Education for each part of the lesson. Learners were then assigned accountability partners for support, collaboration, and commitment to ensure each other’s success.
In the fourth stage, Support, learners went on learning walks to observe different classrooms on their designated day during the week of November 16. Before partaking in the learning walks, study groups watched a video about structured observation for teachers. Learners completed an adapted reflection sheet for social studies teachers. Substitutes will also be provided for each learner.
In the fifth and final stage, Evaluate and Reflect, learners reviewed student ePortfolios from the inquiry-based activities. Learners discussed their rationale for why they chose that lesson for inquiry-based learning and how they incorporated G Suite for Education into it. Learners discussed the feedback they each received and on how they could improve their teaching practice for next time. Finally, learners completed a survey about the inquiry-based professional learning. The purpose of the survey was to gather information regarding the quality of the professional learning and use it to guide future professional learning. Overall, learners responded positively to the professional development. With the assistance of technology, teachers were able to create an active form of learning that begins with inquiry, problem-solving, and scenarios. Students were identifying, investigating, and researching real-world issues using technology, which are just some of the necessary skills needed to be 21 century learners. This constructivist approach to instruction shifted the ownership of the learning from the teacher to the student. This allowed for a meaningful learning experience that was personalized and individualized.
This project was particularly special for me, as it has been my goal to see more effective use of technology in the classroom and more inquiry-based learning from students. Next year I will be the new instructional technology specialist for my campus, and unbeknownst to me, this project was what secured this position for me. The biggest lesson I learned from this is that teachers are just like students, they are learners. The reason why this project was successful was because each step was scaffolded, allowing time for each learner to understand and digest each strategy before moving on to the next. Learners could collaborate, make mistakes, and ask questions. If I had to do this again, I would probably take on a more guided approach instead of the structured approach to this professional development. I want to build future leaders from my learners, which means allowing them more autonomy to design their own project or technology of choice. Either way, I am happy with the results and look forward to bringing this professional development school-wide.
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