slide1 n.
Download
Skip this Video
Loading SlideShow in 5 Seconds..
Tamara Eyster, M.A. Lea Rosenberry, M.A.Ed. PowerPoint Presentation
Download Presentation
Tamara Eyster, M.A. Lea Rosenberry, M.A.Ed.

Loading in 2 Seconds...

play fullscreen
1 / 13

Tamara Eyster, M.A. Lea Rosenberry, M.A.Ed. - PowerPoint PPT Presentation


  • 97 Views
  • Uploaded on

Online Critical Friends Groups: Getting Together with your Critical Friends to Become a Better Teacher. Tamara Eyster, M.A. Lea Rosenberry, M.A.Ed. What is a Critical Friends Group (CFG)?. Small group of educators Want to improve their teaching Want to improve their students’ learning

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'Tamara Eyster, M.A. Lea Rosenberry, M.A.Ed.' - leal


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
slide1

Online Critical Friends Groups: Getting Together with your Critical Friends to Become a Better Teacher

Tamara Eyster, M.A.

Lea Rosenberry, M.A.Ed.

what is a critical friends group cfg
What is a Critical Friends Group (CFG)?
  • Small group of educators
  • Want to improve their teaching
  • Want to improve their students’ learning
  • Willing to meet regularly
  • Willing to provide constructive feedback to peers
do you have what it takes
Do you have what it takes?

(Cox, 2010, p. 33)

traditional cfgs
Traditional CFGs
  • Monthly meetings
  • Classrooms observations
  • Observation debriefs
  • Lesson plans in general
  • Specific lessons
  • Teaching in general
  • Specific topics
  • Specific teaching techniques
  • Fine tuning
what to do with your cfg
What To Do With Your CFG

Fine Tuning Activity

fine tuning activity
Fine Tuning Activity

We have studied three measures of central tendency, the mean, the median, and the mode. Explain how to calculate each of the measures of central tendency. Which measure of central tendency is the most useful?

traditional cfgs1
Traditional CFGs

Advantages

  • Support group
  • Regular meetings with peers
  • Professional development

Disadvantages

  • Travel
  • Accommodating participants’ schedules
online cfgs
Online CFGs
  • Online chat rooms
  • Discussion boards
  • Scheduled phone meetings
  • Visit online classes
  • Online surveys
  • And do all the same support
online cfgs1
Online CFGs

Advantages

  • No travel
  • Synchronous or Asynchronous
  • Easier to accommodate schedules
  • Increased feeling of connectedness

Disadvantages

  • No face-to-face meetings
form your own cfg
Form Your Own CFG!
  • Think of 3 or more people who you would want in your CFG.
  • Try to have at least one that is not in your department.
references
References
  • Annenberg/CPB Channel (Producer). (1999a). Innovations in Professional Collaboration: A Community of Learners [VoD]. Available from http://www.learner.org/resources/series109.html
  • Annenberg/CPB Channel (Producer). (1999b). Innovations in Professional Collaboration: Making Teaching Public [VoD]. Available from http://www.learner.org/resources/series109.html
  • Cox, E. (2010). Critical Friends Groups: Learning Experiences for Teachers. School Library Monthly, 27(1), 32-34. Retrieved from EBSCOhost.
  • Dunne, F., & Honts, F. (1998). "That Group Really Makes Me Think!" Critical Friends Groups and the Development of Reflective Practitioners. Retrieved from EBSCOhost.
  • Garmston, R. (1987). How Administrators Support Peer Coaching. Educational Leadership, 44(5), 18. Retrieved from Education Research Complete database.
references1
References
  • Kowalski, T. (2008). Case Study 1 & Case Study 17. In Case Studies on Educational Administration (pp. 13 – 19, 149 – 156). New York: Pearson Education, Inc.
  • Murray, S., Ma, X., & Mazur, J. (2009). Effects of Peer Coaching on Teachers' Collaborative Interactions and Students' Mathematics Achievement. Journal of Educational Research, 102(3), 203-212. Retrieved from Education Research Complete database.
  • Showers, B., & Joyce, B. (1996). The evolution of peer coaching. Educational Leadership, 53(6), 12. Retrieved from Education Research Complete database.
  • Trautwein, B., & Ammerman, S. (2010). From Pedagogy to Practice: Mentoring and Reciprocal Peer Coaching for Preservice Teachers. Volta Review, 110(2), 191-206. Retrieved from Education Research Complete database.
slide13

Questions?

Tamara Eyster

teyster@kaplan.edu

Lea Rosenberry

lrosenberry@kaplan.edu