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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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Mary Anne Mather
MERLOT, Costa Mesa, CA
Educator, Long Island City, NY
from The Knowledge Loom (knowledgeloom.org)
Not a course in the traditional sense…
…but an on-going conversation.
Literacy skills needed for learning math, science, social studies…
Teachers of these content areas typically do not see themselves as literacy teachersOur topic: Adolescent Literacy in the Content Areas
Community of Practice
“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
“Historically, teacher learning has been considered an individual endeavor, outside the lines of shared inquiry.”
Analyzing a difficult text to gain understanding of the difficulties students face
Example of text analysis dialog (local-Mac) (local-PC)
Framing ideas for lesson plans and getting peer and facilitator feedback
Example of lesson planning dialog (local-Mac) (local-PC)
Delivering lesson and getting feedback from observing peer
Example of lesson report (local-Mac) (local-PC)
“What I gained most was the chance to collaborate. It was a dream come true for me.”
Collaboratory Participant & High School Science Teacher, 2004
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.)
Mary Anne Mather <Mary_Anne_Mather@brown.edu>
Martin Huntley <Martin_Huntley@brown.edu>
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.