Difference between revisions of "Creating a Professional Learning Community"

Latest revision as of 03:50, 13 January 2023

This unit will help the DRT to design and create PLCs of teachers in their district. A PLC can be created for each block (in case of High School teachers) and each cluster (for HPS and LPS teachers). The cluster level meeting should be visualized as a PLC meeting.

Unit – 13. How to organize Teachers in "Professional Learning Communities"

Team Leader/s - PRP/ Gurumurthy Kasinathan

Members - Ms. Marzia Ibrahim, Mr. Kotresh, Ms. Gunalakshmi. H and Mr.Suresh B Mugali

Areas requiring attention of DRT’s (for each unit based on the outcomes) and Activities based on the areas

The activities for establishing and maintaining a PLC are listed below. Each is discussed in detail in its own page.

Understanding the need for professional learning communities (PLCs)
How to organize a PLC
How to facilitate spontaneous learning in a PLC
How to facilitate planned learning of PLC members through online / blended courses (Advanced activity, may be taken up later)

Video on PLC

Common Overall Readings

PLC OER Toolkit (written based on the Subject Teacher Forum experience) -
What is a PLC?
PLC activity - Creating text, animation, audio and video resources for ELT

Unit as a graphic

@@ Line 1: / Line 1: @@
-=== Unit – 13. How to organize Teachers in "Professional Learning Communities" ===
+This unit will help the DRT to design and create PLCs of teachers in their district. A PLC can be created for each block (in case of High School teachers) and each cluster (for HPS and LPS teachers). The cluster level meeting should be visualized as a PLC meeting.
+== Unit – 13. How to organize Teachers in "Professional Learning Communities" ==
 Team Leader/s - PRP/ Gurumurthy Kasinathan
-# Ms. Marzia Ibrahim
+Members  -  Ms. Marzia Ibrahim, Mr. Kotresh, Ms. Gunalakshmi. H and Mr.Suresh B Mugali
-# Mr. Kotresh
-# Ms. Gunalakshmi. H
+=== Areas requiring attention of DRT’s (for each unit based on the outcomes) and Activities based on the areas ===
-# Mr.Suresh B Mugali
+The activities for establishing and maintaining a PLC are listed  below. Each is discussed in detail in its own page.
+# [[PLC - Understanding the need for PLC|Understanding the need for professional learning communities (PLCs)]]
+# [[PLC How to organize a PLC|How to organize a PLC]]
+#[[PLC facilitate spontaneous learning|How to facilitate spontaneous learning in a PLC]]
+# [[PLC facilitate planned learning|How to facilitate planned learning of PLC members]] through online / blended courses (Advanced activity, may be taken up later)
+=== Video on PLC ===
+{{Youtube|A3uWriUexSg
+}}
+=== Common Overall Readings ===
-{| class="wikitable"
+# [https://teacher-network.in/OER/index.php/A_Professional_Learning_Community_Approach_for_Teacher_Development_and_OER_creation_-_A_toolkit/Building_Professional_Learning_Communities PLC OER Toolkit] (written based on the Subject Teacher Forum experience) -
-|'''Areas requiring attention of DRT’s (for each unit based on   the outcomes )'''
+# [https://ascd.org/el/articles/what-is-a-professional-learning-community What is a PLC?]
-|'''Activities based on the areas'''
+# PLC activity  - [https://teacher-network.in/OER/index.php/Teachers'_toolkit_for_creating_and_re-purposing_OER_using_FOSS Creating text, animation, audio and video resources] for ELT
-|'''Duration required for each of the areas'''
-|-
-|
-# Need for professional learning communities
-|'''Reading / Understanding the need for PLC'''
-# Challenges of teaching
+=== Unit as a graphic ===
-## teaching is a very complex activity, an art and a science
+[[File:DRT PLC.png|alt=DRT PLC Graphic|left|frameless|DRT PLC Graphic|1802x1802px]]
-## ELT is complex as often, English is not locally available     richly for easy acquisition
-## lot to learn and keep learning
-# teacher education system does not fully meet teacher needs
-## pre-service is only a starting step
-## in-service requirements multi-faceted
-# content knowledge
-## English belongs to a language family different from     language systems that are common in India
-# pedagogy knowledge
-## Language pedagogy complex and evolving
-# context understanding
-## government system is large and caters to children from     marginalized backgrounds, with often limited home support
-# technology knowledge
-## there are significant possibilities for ELT integrating     technology
-# teachers may find themselves isolated in their own school    contexts
-## learning possibilities from others experiences and wisdom
-# continuous enrichment possible
-## digital technologies enable CPD (virtual forums)
-## connecting and learning
-## creating – publishing – curating and learning
-|
-|-
-|
-# Unit 2 - How to organize a PLC
-|PLCs of ELTs
-## Identify the cohort (in our case, the English teachers in     the district, can be organized in different ways indicated)
-### subjects taught (English)
-### areas of interest to learn (such as inclusive education      or gender)
-### in a geography (cluster/block/district)
-### By grades / levels taught (LPS, HP, HS) – ''can be at      a cluster level for LPS and HPS and at a block level for HS. Or      a level higher if that seems more apt''
-''A second type of PLC can be organized by a ELT with   the parents of students in her class (can be by class or section).   This PLC can be used for sharing understanding about   students and enlisting parents support and partnership in the   learning processes.''
-|
-|-
-|
-# Unit 3 - Organize interactions
-|
-## physical meetings if possible (''use the cluster     level meetings for creating the PLC of  ELT)''
-## virtual meetings - asynchronous (mailing list / phone     community) – ''create a WhatsApp or Telegram community and     name it “District/block ELT PLC”. Designate this as the VPLC''
-## virtual meetings - synchronous – conferencing –     ''schedule monthly meetings over a conference platform. Can be     even a WA group call or a google meet''
-## Community management activities
-### appoint capable person as group admin (''respected      teacher who can create a sense of fraternity amongst the      teachers)''
-### developing rules and guidelines for interactions.      ''(DRT to evolve a sample set of such rules)''
-### following rules and guidelines
-### backing up of resources etc on a repository
-### conscious role modeling for a 'learner teacher’
-|
-|-
-|
-# Unit 4 - Activities - spontaneous learning
-|
-## sharing
-### resources accessed or created by you
-### experiences (teaching, co-curricular activities)
-### ideas, academic writings of self and by others
-## seeking
-### answers to your questions/challenges
-### resources created by others
-## learning to use digital technologies
-### for connecting to others in PLC
-### for accessing resources
-### for creating / contextualizing resources
-### for curating and publishing resources
-''(The resources/experiences shared will also pertain to the   modules being developed/learnt as a part of this program)''
+[[Category:PLC]]
-|
-|-
-|
-# Unit 5 - Courses - planned learning
-|
-## join courses together and learn as a cohort ''(ELT     courses available as MOOCs on many platforms such as     FutureLearn, CourseEra etc)''.
-## synchronous meetings and resource sharing (as online     courses) within the PLC
-|
-|}
-[[Category:RIESI]]
-[[Category:English]]