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Developing Communities of Practice Through Content, Coaching, and Peer Interaction. Mary Anne Mather Martin Huntley. MERLOT, Costa Mesa, CA 2004. “Every professional conversation between two teachers is professional development.”. Aaron Listhaus Educator, Long Island City, NY

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Developing communities of practice through content coaching and peer interaction l.jpg

Developing Communities of Practice Through Content, Coaching, and Peer Interaction

Mary Anne Mather

Martin Huntley

MERLOT, Costa Mesa, CA

2004


Every professional conversation between two teachers is professional development l.jpg
“Every professional conversation between two teachers is professional development.”

Aaron Listhaus

Educator, Long Island City, NY

from The Knowledge Loom (knowledgeloom.org)


Knowledge loom collaboratory l.jpg
Knowledge Loom Collaboratory professional development.”

Not a course in the traditional sense…


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Knowledge Loom Collaboratory professional development.”

…but an on-going conversation.


Our topic adolescent literacy in the content areas l.jpg

A challenging issue for middle and high school content area teachers

Literacy skills needed for learning math, science, social studies…

Teachers of these content areas typically do not see themselves as literacy teachers

Our topic: Adolescent Literacy in the Content Areas


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Online Collaborative Learning teachers

Community of Practice

  • Learning Content

  • Expert Facilitation

  • Peer-to-Peer Interaction


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Learning Content teachers

  • Resources that bridge research and practice

    • Summaries of research

    • Stories from classrooms

    • Case studies

    • Examples of student work

  • Specifications of learning tasks that generate new learning content


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Learning Content teachers

  • The Knowledge Loom Contentknowledgeloom.org

  • Case Studies & Vignettes

  • Lesson Plans & Lesson Videos


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Expert Facilitation teachers

“For professional development to truly build practitioner knowledge and expertise, it must provide the opportunity for ongoing learning and access to timely feedback on relevant issues in practice.”

Bransford, Brown, & Cocking, 2000


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Expert Facilitation teachers

  • Literacy Expert

  • Content Area Coaches

  • Technical Facilitator


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Peer-to-Peer Interaction teachers

“Historically, teacher learning has been considered an individual endeavor, outside the lines of shared inquiry.”

Huberman, 1983


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Peer-to-Peer Interaction teachers

  • Interdisciplinary Interactions Online

  • Content-area Interactions Online

  • Interdisciplinary Interactions On-Site


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Work-Situated Activities & Conversations teachers

  • Coping with a Difficult Text

    Analyzing a difficult text to gain understanding of the difficulties students face

    Example of text analysis dialog (local-Mac) (local-PC)

  • Lesson Planning

    Framing ideas for lesson plans and getting peer and facilitator feedback

    Example of lesson planning dialog (local-Mac) (local-PC)

  • Lesson Observations

    Delivering lesson and getting feedback from observing peer

    Example of lesson report (local-Mac) (local-PC)


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Outcomes: Shared Learnings that Change Practice teachers

“What I gained most was the chance to collaborate. It was a dream come true for me.”

Collaboratory Participant & High School Science Teacher, 2004


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Resources teachers

The Knowledge Loom: Adolescent Literacy in the Content Areas spotlightknowledgeloom.org/adlit

Recent feature story about the Collaboratorywww.alliance.brown.edu/stories/story0804.shtml

(See the story’s Related Resources for transcript of some dialog from the Collaboratory.)


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Contacts teachers

Mary Anne Mather <[email protected]>

Martin Huntley <[email protected]>

This work is conducted by the Northeast and Islands Regional Educational Laboratory, a program of The Education Alliance, with funding from the Institute of Education Sciences (IES), U. S. Department of Education, under contract ED-01-CO-0010. This presentation does not necessarily reflect the views of the Department of Education, or any other agency of the U.S. Government.


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