Learning By Doing
Have you found that in spite of your hard work, some students simply do not learn?
It is becoming clear to educators across the country that with all the standards that are expected to be taught, combined with all the assessments that we give, not to mention all the other responsibilities of being a teacher that the only possible way we have of surviving and doing a good job is by collaborating with our colleagues in a meaningful way. Learning by Doing is the on-line book study for you. Educators who collaborate in teams using a PLC approach find this to be the most promising strategy for meeting the challenge of helping all students learn at high levels.
Required Reading: Learning By Doing, A Handbook for Professional Learning Communities at Work". Written by Richard DuFour, Rebecca DuFour, Robert Eaker, Thomas W. Many and Mike Mattos
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1) Purchase and read Learning by Doing, A Handbook for Professional Learning Communities at Work – Third Edition by Richard DuFour, Rebecca DuFour, Robert Eaker, Thomas W. Many and Mike Mattos. You can find this book at amazon.com or your favorite bookstore.
2) Write complete answers to all of the questions on the Book Study Handout.
3) Student seeking clock hours or professional development hours: In addition to Assignments 1 and 2 above...
Students who already work in professional learning communities will: Create a common formative assessment with their grade level team. They will then analyze data from that assessment to come up with a plan for intervention to address student needs based on the data. They will write a 2-3 page paper reflecting on successes and challenges in creating that formative assessment and plan for interventions.
Students who do not already work in professional learning communities will: Meet with their grade level team or other cohort (depending on their educational setting) and discuss the possibility of creating a collaborative PLC. They will discuss the important components of a PLC; a focus on learning, a collaborative culture and collective responsibility, and a results orientation. Students will write a 2-3 page paper reflecting on the successes and challenges of creating a PLC in their educational setting. The paper should be double spaced, 10-12 pt. font.
Effective July 1, 2024:
For educators seeking college credit rather than clock hours, here is the modified requirement: In addition to Assignments 1 and 2 above...
3) Students who already work in professional learning communities will: Create a common formative assessment with their grade level team. They will then analyze data from that assessment to come up with a plan for intervention to address student needs based on the data. In your paper, reflect on successes and challenges in creating that formative assessment and plan for interventions.
Students who do not already work in professional learning communities will: Meet with their grade level team or other cohort (depending on their educational setting) and discuss the possibility of creating a collaborative PLC. They will discuss the important components of a PLC; a focus on learning, a collaborative culture and collective responsibility, and a results orientation. In your paper, reflect on the successes and challenges of creating a PLC in their educational setting.
Additionally, take a look at Critical Issues for Team Consideration on page 69 of the text. Use the rating scale to indicate the extent to which each statement is true of your team. If you do not have a PLC, then answer the questions based on the collaborative work you do with your grade level or department team. When are you are done, summarize the results of your answers and share your findings in the paper.
The paper should include all off the above components and should be 5-6 pages in length and be double spaced, 10-12 pt. font.
All 3 assignments must be completed within 1 year. Upload completed handout and paper to website or email all completed assignments and paperwork to lorie@teacherstudy.org .
SPU NOTE: Please be sure to register prior to completing any coursework. Registering for a course after coursework has been started violates accreditation standards and puts the University at risk; therefore, SPU reserves the right to not award credit if students are found to be in violation of this policy. SPU coursework will be accepted a minimum of 2 weeks beyond registration date.
Grading Criteria – Learning by Doing
1) All 3 assignments must be completed within 1 year. You can upload completed assignments to your Teacher Study Dashboard or Email to lorie@teacherstudy.org.
2) The rubric for the Book Study Handout is broken down into 4 goal areas.
The first goal area pertains to questions #1-22 on the handout. You will simply need to answer these questions and earn a “1”, “2”, “3”, or “4” according to the rubric.
The second goal area pertains to questions #23-32 on the handout. You will simply need to answer these questions and earn a “1”, “2”, “3”, or “4” according to the rubric.
The third goal area pertains to questions #33-41 on the handout. You will simply need to answer these questions and earn a “1”, “2”, “3”, or “4” according to the rubric.
The fourth goal area pertains to questions #42-54 on the handout. You will simply need to answer these questions and earn a “1”, “2”, “3”, or “4” according to the rubric.
The maximum number of combined points that can be earned is 28 (24 points for the answers to the questions on the handout and 4 points for the reflection paper).
3) The rubric for Learning by Doing Reflection Paper explains how to earn a “1”, “2”, “3” or “4”.
“A” grade = 25-28 points
“B” grade = 22-24 points
“C” grade = 20-21 points
“D” grade = 17-19 points
“F” grade = 16 points or less
A “NC” (no credit) grade will be given if all three assignments are not completed within one year.
Pass/No Pass Grading System (for clock hours or continuing education credits)
Pass = 20-28 points
No Pass = Less than 20 points
A “NC” (no credit) grade will be given if all 3 assignments are not completed within (1) year.
Clock Hours for Washington State Educators:
Washington State Educators have the option of earning 30 Clock Hours for an additional $3 per clock hour fee ($90). Clock hours are offered through the following OSPI approved organizations:
ESD 112 Clock Hours: Once you complete the course, you will be directed to the ESD PdEnroller online system to easily claim your clock hours.
Gonzaga University: Once you complete the course, Gonzaga Center for Lifelong Learning will provide you with instructions on how to pay your $90 clock hour fee and quickly claim your clock hours.
Graduate Credit Options:
Seattle Pacific University: Earn 3 graduate level quarter credits. Additional $180 fee, payable to SPU. You must register with SPU first to earn graduate credit.
All Other PDUs, CEUs, CPEs and other known terms for Clock Hours:
30 Clock Hours for professional development are available for those outside of WA State. Other known terms include, but are not limited to, Professional Development Hours, Professional Development Points, CEUs, CPEs, PDUs or your school district's equivalent language for clock hours earned. A Certificate of Completion will be provided to all students once coursework is reviewed and graded.
Be sure to check with your state's agency regarding professional development and related requirements.
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