APPLIED DIGITAL LEARNING JOURNEY&BLOG
Innovate, Teach, Iterate
Professional Learning Plan
My BHAG (Big Hairy Audacious Goal):
From Aligning Outcomes, Assessment, & Activities
To develop self-directed learners, open to change, who want to implement new strategies in their classroom by participating in professional learning communities that model and support growth through active engagement and a variety of approaches.
The goal of this professional learning plan is to provide time, modeling, active learning, and support to teachers, so they can successfully incorporate blending learning and project based learning into their classrooms. COVA is a common thread woven into all of the six modules. Learners will be given choices and take ownership of their learning while creating authentic learning experiences for their students. Learners will experience what they will create for their students by participating in a blended learning model over the duration of the course. Learners will have opportunities to learn online in a pathway that they have chosen and collaborate with a group to create a PBL project that is content specific. In this course, learners navigate their way through a blended learning model
Before planning the PL course, I started with the BHAG, or big hairy audacious goal. I also used the 5 key principles of effective professional learning to guide me. These principles ensure that the PL is learner centered with supports to make implementation effective. This course is based on the taxonomy of significant learning by Fink (2003). Creating the 3 column chart which incudes learning goals, learning activities, and assessment activities really set the tone for the course and gave ease and structure to the planning. By the end of this course, learners should feel confident implementing blended learning and project based learning into their classrooms. They should begin successfully applying these concepts with their students.
Teachers will meet with a collaboration group biweekly during PLCs to plan their PBL. The groups will be grade level specific. The content will be decided between the group and can be a cross-curricular project. Mentors will be assigned to each group to guide them and assist with implementation. The timeline provides monthly agendas and gives you a trajectory of the course. An agenda of the first cohort meeting is included as well as the first slide deck to guide the meeting. I will lead the the monthly meetings when the whole group meets. There will be additional mentors and leaders assigned to collaborative groups to guide the bi-weekly PLC meetings and to assist with implementation.
3 Column Table
Learning Goals
Learning Activities
Assessment Activities
Foundational:
Exploration of blended learning and PBL.
Discussion and reflection.
Planning and creating ideas.
Evaluation of resources.
Learners will analyze the 5 types of blended learning models.
Learners will synthesize the elements of PBL-Project Based Learning.
Share documents that will serve as a hub for collective resources and ideas.
Google form survey on pathways teachers would like to take on their learning journey. This will serve as a choice board for future blended components of the course.
Application:
Learners will analyze and explore current resources to create the blended learning experience for students.
Learners will apply COVA ( Choice, Ownership, Voice, and Authentic Learning Experiences) to their first PBL creation.
Form collaborative groups based on the subject or type of PBL teachers would like to create. Projects can be cross curricular.
Learners will rotate through a blended learning environment where they have time to meet with support staff, learn on line, and collaborate with group.
A plan identifying what will be used for the online portion of blended learning used in classrooms. This can be adaptive technology provided by the school or teacher created content.
A document with a driving question for the PBL creation.
Integration:
Learners will analyze and explore current resources to create the blended learning experience for students.
Learners will apply COVA ( Choice, Ownership, Voice, and Authentic Learning Experiences) to their first PBL creation.
Learners will share and discuss what they like about blended learning models.
Learners will continue working on their PBL project using the same document as their driving question.
As they work, they will identify and record how they will incorporate COVA into their PBL.
A schedule and time line of the blended learning model.
A PBL document that includes elements with COVA.
Human Dimension/Caring:
Learners will reflect on how blending learning and PBL impact growth in their classrooms.
Learners will share within collaborative groups how having a growth mindset can help them to get used to innovating in the classroom and incorporating PBL and blended learning.
Learners will create surveys for their students to take about how they feel about PBL.
Learners will create activities for their students using a growth mindset for their students when challenged with PBL or blended learning.
Share growth mindset resources used with learning community on discussion post.
Blog post on personal mindset strategies used during the course of instruction thus far.
Learning How to Learn:
Learners will continue to work on and revise their PBL projects.
Learners will have an opportunity to present their PBLs to different collaborative groups.
Learners will take turns presenting and observing each others PBLs.
Learners will have an opportunity offer constructive feedforward to each other as well as glows.
Learners will share what they might want to change or add to the PBL post feedforward from peer collaborative groups.
Discussion with collaborative group about the process and how it can be incorporated with their own students.
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Session 1: Agenda
Duration: 60 minutes
Welcome and Introduction to
Blended Learning, Meet Project Based Learning
Session Facilitator: Rachel Hull
Additional Facilitators: campus coaches, leaders, and mentors
Ice Breaker: 5-10 minutes
Participants will share what they know about blended learning and project based learning with other participants and then share out with the group.
Present the Call to Action presentation: 5-10 minutes
Share a google form survey with teachers. The survey asks about prior professional development and how they have implemented prior learning. The survey will be completed together. Show data from survey. 15 minutes
Communicate that this PD will be different because it includes the 5 principles of effective professional learning and that implementing blended learning and project based learning will create self-motivated learners.
Share timeline with teachers and allow time for any questions about the learning.
10 minutes
Teachers will then form their collaborative groups before meeting again at their PLC meeting.
The LMS where teachers can share information and receive the online portion will be shared. All teachers will login. There will be a discussion board and a place for teachers to share resources during the duration of learning and beyond.
Resources
Reference
Fink, L. D. (2003). A self-directed guide to designing courses for significant learning. Creating significant learning experiences: An integrated approach to designing college courses. San Francisco: Jossey-Bass.
Gulamhussein, A. (2013). Teaching the teachers effective professional development in an era of high stakes accountability. Center for Public Education. Retrieved from http://www.centerforpubliceducation.org/system/files/2013-176_ProfessionalDevelopment.pdf