Enhancing Professional Learning Through Question Focus Design
Explore the importance of developing a question-focused approach in professional learning to address gaps and improve practice. Engage in exercises to refine your question focus and reflect on the impact of effective questioning strategies.
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Presentation Transcript
Designing a Question Focus for Professional Learning Establishing Yourself as a Resource on the QFT
An Exercise In Question Focus (QFocus) Design & Evaluation First, some context
Initial Question Focus Ideas Our current PD is not helping to close the achievement gap. We have no proof that our PD makes a difference. We don t have a culture of vibrant professional learning. Our PD is disconnected to our classroom practice and feels stand alone. Our PD is not connected to our daily practice and demands. There are too many barriers to implementing or redesigning our professional learning.
Initial Question Focus Ideas Our current PD is not helping to close the achievement gap. We have no proof that our PD makes a difference. We don t have a culture of vibrant professional learning. Our PD is disconnected to our classroom practice and feels stand alone. Our PD is not connected to our daily practice and demands. There are too many barriers to implementing or redesigning our professional learning.
Revising the Question Focus Building a culture of professional learning. Our professional development and our classroom practice. Professional development, classroom practice, and closing the achievement gap. Professional learning, classroom practice, and impact.
Revised Question Focus Professional learning, classroom practice, and impact. Professional learning and classroom practice.
Reflect What do you understand differently now about designing a QFocus?
A Lesson from Luz Your child will be held back. Your child might be held back.
Putting it into Practice Get to work!
WANTED: A QFocus Guinea Pig Your QFocus Here!
Using the QFT to Enhance Existing Professional Development Let s Look at Some Examples
PD Example: Re-Examining Homework Norms Outcomes: The conversations that took place resulting from the process were rich, meaningful, and productive. The simple process provided a non-judgmental structure to address a significant issue' in our school and led us to a position of recognizing and embracing a need for change. QFocus: Homework practices are inconsistent at Blake Homework practices vary at Blake Nat Vaughn, Principal Blake Middle School, MA
PD Example: Planning Next Steps to a Grant with Alaska DoE Advisory Board QFocus: Outcomes: Grant evaluator asked board to rate effectiveness of this activity on a scale from 1-5. The average was a 4.44. Culturally Responsive Pedagogy and Marginalized Students. Comment from board member: "Great strategy! Includes all participants and reinforces understandings and challenges with an aim towards solutions." Gerry Briscoe, Southeast Regional Resource Center (SERRC), Alaska
Using the QFT to Deliver Professional Development on the QFT Let s Look at Some Examples
PD Example: Introducing the QFT Some students are not asking questions. (Our standby) Some students are not curious. (Sarah s pick) Curiosity and learning. (Dan s pick) Some students are not demonstrating curiosity. (Final) The Right Question Institute, Cambridge, MA
PD Example: Introducing the QFT Lauren Francese, 6-12 Social Studies Department Chair, Westport Public Schools, CT
PD Example: Trouble-shooting the QFT with the QFT Teacher Trainers 20% of the teachers in my school feel ready to implement the QFT. Classroom Teachers Planning to use the QFT I'm having success with the QFT 70% of the time. (or other percentage) The challenges of planning a lesson using QFT. I want to use the QFT for my next lesson. I don't know when in my lessons to use the QFT. A lesson using the QFT did not meet the learning objectives I planned for. The QFT didn't go well in my classroom. Students did not produce the questions I thought they would. I'm having success with the QFT 70% of the time. (or other percentage) Some teachers are struggling to use the QFT. Kim Sergent, Kentucky Valley Educational Collaborative (KVEC), KY
