Thursday, June 26, 2014
Chapter 2: Introducing the Collaborative Learning Cycle
Chapter 2 dealt with a data and collaboration protocol that forces teams to stay on task in order to make predictions about data, systematically review data, and develop action problems to improve the results (page 26). Based on your reading of Chapter 2, what could be improved about your grade level collaboration, and what strategies from the chapter do you see as being beneficial to your grade level team and our school's PLC.
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The strategy that I found to be very intriguing and beneficial is generating theories of causation and then digging deeper to confirm these theories. In my past experience as reading interventionist and special ed teacher, I have collaborated with teachers and we always discuss theories of causation; however, we did not look at all areas of the "Five Causal Categories". By looking at all these areas, I may have been able to offer better support for differentiating with either the process, product, or content for students that have IEPs.
ReplyDeleteI also really like the idea of confirming theories with additional data so that we are sure to make effective plans. Whenever I have to write PLOP on IEPs, I always have to look at multiple sources of data before making goals. There are so many times that I find myself frustrated because of conflicting data. I think it would be helpful to look at the five casual categories before developing a plan for a student.
Mindy Haffner
In looking at the three phases of the Collaborative Learning Cycle I think it will be important to make sure we know the difference between assumptions and predictions. These seem very close in definition and how to use them when exploring data. I also feel it will be important to stress that everyone on your collaborative team has value and a voice. Page 30 has a key point, off to the side, addressing this problem.-Jenny Tsuleff
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