developing communities of practice through content, coaching, and peer interaction mary anne mather...
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Developing Communities of Developing Communities of Practice Through Content, Practice Through Content,
Coaching, and Peer Coaching, and Peer InteractionInteraction
Mary Anne Mather
Martin Huntley
MERLOT, Costa Mesa, CAMERLOT, Costa Mesa, CA20042004
““Every professional conversation Every professional conversation between two teachers is professional between two teachers is professional development.”development.”
Aaron Listhaus
Educator, Long Island City, NYfrom The Knowledge Loom (knowledgeloom.org)
Knowledge Loom Knowledge Loom CollaboratoryCollaboratory
Not a course in the traditional sense…
Knowledge Loom Knowledge Loom CollaboratoryCollaboratory
…but an on-going conversation.
Our topic: Adolescent Literacy Our topic: Adolescent Literacy in the Content Areasin the Content Areas
A challenging issue for middle and high school content area teachers
Literacy skills needed for learning math, science, social studies…
Teachers of these content areas typically do not see themselves as literacy teachers
Online Collaborative LearningOnline Collaborative Learning
Learning Content
Community of Practice
Expert Facilitation
Peer-to-Peer Interaction
Learning ContentLearning Content
Resources that bridge research and practice Summaries of research Stories from classrooms Case studies Examples of student work
Specifications of learning tasks that generate new learning content
Learning ContentLearning Content
The Knowledge Loom Contentknowledgeloom.org
Case Studies & Vignettes Lesson Plans & Lesson Videos
Expert FacilitationExpert Facilitation
“For professional development to truly build practitioner knowledge and expertise, it must provide the opportunity for ongoing learning and access to timely feedback on relevant issues in practice.”
Bransford, Brown, & Cocking, 2000
Expert FacilitationExpert Facilitation
Literacy Expert Content Area Coaches Technical Facilitator
Peer-to-Peer InteractionPeer-to-Peer Interaction
“Historically, teacher learning has been considered an individual endeavor, outside the lines of shared inquiry.”
Huberman, 1983
Peer-to-Peer InteractionPeer-to-Peer Interaction
Interdisciplinary Interactions Online
Content-area Interactions Online
Interdisciplinary Interactions On-Site
Work-Situated Activities & Work-Situated Activities & ConversationsConversations
Coping with a Difficult TextAnalyzing a difficult text to gain understanding of the difficulties students faceExample of text analysis dialog (local-Mac) (local-PC)
Lesson PlanningFraming ideas for lesson plans and getting peer and facilitator feedbackExample of lesson planning dialog (local-Mac) (local-PC)
Lesson ObservationsDelivering lesson and getting feedback from observing peerExample of lesson report (local-Mac) (local-PC)
Outcomes: Shared Learnings Outcomes: Shared Learnings that Change Practicethat Change Practice
“What I gained most was the chance to collaborate. It was a dream come true for me.”
Collaboratory Participant & High School Science
Teacher, 2004
ResourcesResources
The Knowledge Loom: Adolescent Literacy in the Content Areas spotlightknowledgeloom.org/adlit
Recent feature story about the Collaboratorywww.alliance.brown.edu/stories/story0804.shtml(See the story’s Related Resources for transcript of some dialog from the Collaboratory.)
ContactsContactsMary Anne Mather <[email protected]>
Martin Huntley <[email protected]>
This work is conducted by the Northeast and Islands Regional Educational Laboratory, a program of The Education Alliance, with funding from the Institute of Education Sciences (IES), U. S. Department of Education, under contract ED-01-CO-0010. This presentation does not necessarily reflect the views of the Department of Education, or any other agency of the U.S. Government.