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Maximize Instruction Through Professional Development

Jorge Romero II

College of Education, Grand Canyon University

EAD-523: Developing Professional Capacity

Bradley Knudson

October 6, 2021
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Maximize Instruction Through Professional Development

 2 learning objectives to be mastered by teachers during the PD.

 I will implement interactive and differentiated instructional strategies that enhance

student learning by collaborating with my peers.

 I will implement technology into my classroom that advocates for student collaboration

and creativity by sharing ideas with my peers.

 Timeline of the presented session.

 12:45pm: Introduction, objectives & purpose of the professional development session.

 12:50pm: Achievement advisor #1 presentation

 12:55pm: Group collaboration #1 (Activity)

 1:05pm: Group presentation on collaborative activity #1

 1:15pm: Achievement advisor #2 presentation

 1:20pm: Group collaboration #2 (Activity)

 1:30pm: Group presentation on collaborative activity #2

 1:40pm: Closing segment/recap on the importance of differentiated instruction strategies

and technology implementation to maximize instruction

 Agenda for the session that includes time allocations for each agenda item.

 12:45pm: Introduction & address purpose of the professional development session.

Include the two objectives that will be performed and achieved.

 12:50pm: Achievement advisor #1 presentation on differentiated instructional strategies

in the classroom

 12:55pm: Group collaboration (4 on each table) to share one instructional strategy that is

used in their perspective classroom.

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 1:05pm: Each group presents one instructional strategy as chosen by the team

 1:15pm: Achievement advisor #2 presents technology implementation in the classroom

 1:20pm: New groups are set for collaboration on technology tools that are used in the

classroom for student achievement

 1:30pm: Teams share one technology tool that they use for instruction and student

learning

 1:40pm: Closing segment on the importance of differentiated instruction strategies and

technology implementation to maximize instruction

 Description of aligned presentation and activities. A motivation theory is creatively

included to ensure students are engaged.

 12:45pm: Introduction & address purpose of the professional development session.

Include the two objectives that will be performed and achieved.

o Share one positive highlight with your grade level peers (ice-breaker)

o State the two objectives and connect it to the purpose of the session.

o Discuss with school members the importance of maximizing instruction. (Student

performance, standard outcomes, and student progress through each grade)

 12:50pm: Achievement advisor #1 presentation on differentiated instructional strategies

in the classroom to maximize instruction with every student

o What is differentiated instruction in the classroom? Its purpose? Characteristics?

o What does it look like in the classroom?

o Attention-getter for student attention and interest

o Provide a long-term positive outcome of each lesson/unit

o How can it be used to support learning in other subjects?

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o Relevance: Lessons that connect to students’ individual connections, background,

culture, interests. As noted by Douglas Fisher, Nancy Frey, & Diane Lapp in

Building and Activating Students’ Background Knowledge: It’s What They

Already Know That Counts (2012), “By starting with what students already

know, teachers can be more precise in their teaching. They do not have to make

guesses about areas of confusion or gaps in understanding” (p. 23).

o Provide a variety of assessments (environment, tools used, multiple choice,

written, online, collaborative, Take-home, students create test)

o Resources and tools to support differentiated instruction

 12:55pm: Group collaboration (4 on each table) to share one instructional strategy that is

used in their perspective classroom to differentiate and maximize instruction

o 1 minute for individuals to write down on a sticky note a differentiated instruction

strategy.

o Share your strategy along with its purpose, how it is used in class, possible

challenges, glows

o Group votes on their best instructional strategy to share with the whole staff

 1:05pm: Each group presents one instructional strategy as chosen by the team

o Instructional strategy (Name, purpose, possible challenges, glows)

 1:15pm: Achievement advisor #2 presents technology implementation in the classroom

to maximize instruction

o What is technology in education

o Purpose

o Data on student achievement aligned with technology implementation

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o Tools and resources available for teachers and students (Scholarly, WeVideo,

Pear Deck, Seesaw, Nearpod, Flipgrid)

o Variability (Use of audio, visuals, videos)

o Collaborative assignments (Google Slides, Docs, PowerPoint) As illustrated by

Julia Kara-Soteriou in Using Technology to Differentiate Instruction Across

Grade Levels (2009), “Teachers can employ PowerPoint presentations for whole

class instruction, as well as for small group and individual instruction, with the

objective to teach the same concepts through the differentiation of the content of

instruction” (p. 87).

o Real time feedback (Teacher and peer feedback)

o Tablets for note-taking and journals

o Peer tutoring/support through Google Docs (reading, revising, and providing

feedback in class)

o Examples of tools/resources used in the classroom

 1:20pm: New groups are set for collaboration on technology tools that are used in the

classroom for student achievement

o Write down on a sticky note the name of a tech tool/resource that is effective for

instruction, how it supports student learning, illustration of its effectiveness (Data,

exit ticket, student success moment)

 1:30pm: Teams share one technology tool that they use for instruction and student

learning

 Instructional strategy (Name, purpose, possible challenges, glows)

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 1:40pm: Closing segment on the importance of differentiated instruction strategies and

technology implementation to maximize instruction effectiveness

 Accountability plan to ensure that participants make data-driven, student-centered

instructional decisions and implement in their classroom what was presented in the

session.

 Observation walkthroughs and evaluations (Level of effectiveness in students being the

focal point of instruction). As stated by Julie K. Brown in Student-Centered Instruction:

Involving Students in Their Own Education (2008), “The teacher shares control of the

classroom, and students are allowed to explore, experiment, and discover on their own”

(p. 30). Observe the level of student-centered instruction that students have and provide,

glows. Suggestions, and modifications to current instruction.

 Comprehensive needs assessment to analyze data on student performance through class

assessments and benchmarks.

 Provide teacher support with Professional developments throughout the school year on

instructional strategies, resources, and guidance.

 Learning team meetings will discuss with grade team leaders about current team practices

and student response to instructional strategies and technology implementation to

maximize instruction effectiveness.

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References

Douglas Fisher, Nancy Frey, & Diane Lapp. (2012). Building and activating students’

background knowledge: It’s what they already know that counts: Teachers must assess

and build on the background knowledge students possess. Middle School Journal, 43(3),

22–31.

Julie K. Brown. (2008). Student-centered instruction: involving students in their own

education. Music Educators Journal, 94(5), 30–35.

Kara-Soteriou, J. (2009). Using technology to differentiate instruction across grade levels. New

England Reading Association Journal, 44(2), 86–90.