The Defined Learning Instructional Cohort program is designed to focus on the development and implementation of project based learning performance tasks using instructional strategies to engage learners, make real world connections, and focus on the application of content and skills to deepen student understanding and success.
This online and virtual format will be supported by a Defined Learning mentor. Various resources supporting the use of Defined Learning and project based learning will be shared throughout the program.
Collegial coaching focuses on giving teachers time and support to think about their work in a supportive environment. Its intent is to improve teaching practices, enhance relationships with colleagues, and increase professional communication connected to teaching practices and student learning.
Through self, peer, and mentor-reflections, the cohort will move teaching and learning forward while reinforcing positive attributes in the classroom with suggestions to increase success for the participants and students.
The PBL Leadership Cohort is a four-phase professional learning and leadership program designed to build and sustain a culture of high-quality project based teaching and learning.
Develop, implement, and evaluate strategies connecting project based learning
and Defined Learning performance tasks and project based learning strategies
Opportunity to participate in “conscious practice.”
Build trust and relationships between colleagues
Reflect upon teaching practices and student learning
Prior to the cohort’s first full face-to-face meeting, participants will complete individual reflection questions connecting teaching and learning and district goals. Individual reflection can help deepen collegial reflection, supporting teacher learning and student success over time.
The Defined Learning mentor will meet with the educational cohort to provide the plan for modified lesson study and the various resources to support self, peer, and mentor reflections. Participants will identify and personalize a performance task for classroom use, as well as prepare a Defined Learning Performance Task Teaching and Learning Plan.
Teaching and Learning: Practices & Reflection
Each cohort member will record components of the performance task implementation focusing on teaching strategies, student learning and interaction, formative and summative assessment, and application of content and skills. Everyone will complete a self-assessment as they watch and reflect upon their experience and the video.
Each cohort member will review 1-2 members of the cohort teaching video and provide peer-assessment using the same assessment checklist as used for self-reflection.
The Defined Learning mentor will also provide self-assessment feedback and more detailed descriptive feedback for each cohort member. Everyone will receive all feedback and prepare a brief reflection to share with the cohort at the final face-to-face meeting.
Halfway Face-to-Face Meeting
The Defined Learning mentor will meet with the educational cohort to share reflections and collaboratively develop next steps as they move through the planning and implementation process.
Final Face-to-Face Meeting
The final face-to-face meeting will begin with each cohort member briefly sharing their experience related to teaching and student engagement and learning associated with the performance task and project based learning experience. They will be asked to share what they found beneficial from the feedback received and how it impacted their future teaching practices.
Cohort members will be encouraged to share examples of student work and rubrics used to assess student understanding. This experience will promote common ideas for assessment and focusing on student learning of content, skills, and other personal attributes as identified earlier in the program.
Concluding the professional dialogue, all cohort members who have successfully completed the program will receive personal recognition through a certificate of accomplishment and a digital badge.