For Improved Student Achievement
Get flash to fully experience Pearltrees
Essential Questions These are questions which touch our hearts and souls. They are central to our lives. They help to define what it means to be human. Most important thought during our lives will center on such essential questions. What does it mean to be a good friend?
Home | Issues ...about Change Archive | Professional Learning Communities: What Are They And Why Are They Important? In education circles, the term learning community has become commonplace. It is being used to mean any number of things, such as extending classroom practice into the community; bringing community personnel into the school to enhance the curriculum and learning tasks for students; or engaging students, teachers, and administrators simultaneously in learning - to suggest just a few.
Elements that Define a PLC? It can become complicated when educators seek to operationalize PLC definitions at the school level. A PLC is more than simply a collection of teachers working together or a social network of educators who share stories, materials, and advice (Coburn & Russell, 2008; Protheroe, 2008). In fact, the PLC concept often is misused to describe committees, grade-level teams, and/or weekly planning meetings in which the participants undertake data-based decision making (DuFour, 2004; Jessie, 2007). While these groups may share some similarities of purpose with PLCs, the philosophy and characteristics of a PLC differentiate and define it.
To deliver the focused and current training that rapidly changing business environments require, some organizations are implementing a reusable learning object approach to instructional design. Editor’s Note: Parts of this article may not format well on smartphones and smaller mobile devices. We recommend viewing on larger screens. As well as using this approach to create new learning products, some organizations are also redesigning existing learning products into learning objects, in order to standardize those learning products and to create a large enough database of learning objects to enable reuse. Existing instructional design (ID) models may not always meet the needs of learning object design projects, and so, in my organization, we developed a ten-phase model.
Sorry, we could not locate the page or file you requested! Our redesigned website contains the similar information as our old site. However, as a result of our move, some documents and pages may not have the same Web address. Please try the following:
In this section, you’ll find a list of instructional strategies that Marzano Research Laboratory (MRL) has identified for meta-analysis research. You can find data for all of these strategies in our Action Research Meta-Analysis Database . Get Involved MRL invites you to be a contributor in the ongoing research on the following strategies. To submit dissertations and studies based on one or more of these instructional strategies, visit our Submit Research page , where you can upload documents and enter the specific strategy your work is based on in the Additional Information box. Strategies Used in Meta-Analysis Research The Meta-Analytic Synthesis of Studies Conducted at Marzano Research Laboratory on Instructional Strategies report synthesizes a series of action research projects that target instructional strategies MRL has identified for meta-analysis research.
Baldrige Education Criteria for Performance Excellence → Baldrige for Staff → Quality Tools 10 Basic Quality Tools for the Classroom PDSA (Plan, Do, Study, Act) 10 Basic Quality Tools for the Classroom There are numerous quality tools that staff and students may use to enhance participation in group processes, to problem solve, and to analyze and monitor progress. The following quality tools are among the most frequently used tools. Several resources are available to staff and students who wish to broaden their knowledge, use, and application of quality tools.
You can’t fix a problem if you don’t define it properly. A central issue for improving schools in the U.S. is this: there is a common core of professional knowledge about teaching and learning that gets results for students. Large segments of it are missing in action from each of the ten processes that form the supply chain of our teacher workforce. No one is accountable for seeing professional knowledge even shows up in these processes, much less in an integrated way. This is eminently fixable, but only if we redefine the problem and radically refocus our resources. <p style="text-align:right;color:#A8A8A8"></p>