This video is a great visual of how to use PLC to analyze student work and plan next steps with your colleagues. During their PLC of analyzing student work, the teachers have a Student Work Protocol. The Student Work Protocol entailed five steps.
We have our own way of conducting PLCs, do you think that these steps are already implemented in our PLCs when analyzing student work? If so explain how you and your team have used the five steps in analyzing student work. Share some success and or failures.
If your team is not fully using all steps explain what steps you are using in PLC and steps that you feel you should discuss more in PLCs.
The above link will lead you to an article that explains the five steps to looking at student work.
Wow! that was pretty cool. The PLC that they were conducting was interesting and they were all engaged. Their meeting was organized, and teachers were able to make comments to improve instruction. I don't have to attend PLC's but if I did this would something that can be implemented. Yet, I would assume that we might have to change our PLC's to ensure that we have time to review and add the student work protocol.
ReplyDeleteI really enjoyed watching this video! I feel like I learned so much from it and it was really interesting to see how much feedback a teacher can receive from this kind of collaboration. I definitely do think that these types of analysis are conducted in things such as our district PLC's, when teachers are grouped by content and grade, then able to look at students work but instead of the five steps we compare it using a rubric. I would say that it would be a great idea if we can incorporate something like this at least once in our weekly PLC's or even district PLC's but using the five steps. This is a great idea, and it gives teachers the opportunity to hear one another's feedback so that way one can take the next steps in teaching the students. -Jennifer Gonzalez
ReplyDeleteI believe these steps are being used in our PLCs. However, the process is less intimate and less focused. For example, we tend to sit further apart and focus on work samples from all classes/teachers instead of focusing on one class and giving feedback to one teacher.
ReplyDeleteAs a Special Educator, I am not sure how I fit in. I sometimes feel excluded because my students are all working on different things. I do collaborate and give feedback to the other teachers on their student's work. However, there is no space or time allotted for the teachers to give feedback to me about IEP Goals or the assignments that reflect those goals.
Ericka Hamilton
Resource Teacher
This video was super cool to watch! While we don't follow the five steps method during our PLC meetings, we tend to compare writing samples using a common rubric both at district PLC's and occasionally at our data meetings with my grade level team. It lets us get feedback from other team members, and gives us ideas as to what we can do moving forward. In my experience, we have only done this with student writing samples, but I think it could be implemented with other coursework.
ReplyDeleteThis was a very refreshing video displaying positive colleague collaboration. A non-intimidating model that could certainly prove beneficial in any academic environments. I can only speak to the format of the Thursday/Friday MTSS PLC's as I compare. I feel like although we do not have an exact format there are parallels. Group members within our MTSS PLC provide brief explanations of students' concerning behaviors or academic standing. For our PLC topics we don't necessarily have defined moments of silent observation or a notice and wonder segment due to the nature of the PLC. We do openly discuss and analyze the concerning behaviors of certain students and try to identify a common denominator or success strategy that could guide any needed interventions or supports. This type of collaborative environment which allows collective brainstorming as well as peer feedback is what I see in our PLC's just as it was shown in the video. Our PLC process, although not exact to what was displayed in the video, is in my opinion an efficient model for gaining a better understanding of what a student may need in the way of support or interventions.
ReplyDeleteSchool Counselor-Taryn Giddings
After watching the video and comparing it to our PLC’s, I did realize that we do not fully follow the 5 steps they take in the video but we follow something similar. While it’s more difficult to do it for higher grade levels like middle school, we do this for each grade level with our subject we teach. We discuss the average scores of each class we teach of our recent common summative to our grade team and discuss what factors could have skewed the scores. I agree with one of the ladies in the video who mentioned how it can put you in a vulnerable position because sometimes you have some students who did not try and received bad scores, but I do like how we discuss factors because this way we don’t have to think the other teachers are blaming you for the students’ bad score if there are any.
ReplyDeleteIn our PLC, we don’t follow the 5 step breakdown exactly, but I will bring this information to my fellow team. We do follow a similar process, but the 5 step breakdown is helpful in also keeping track of time to ensure we get everything completed in that meeting in order to improve our instruction and help students grow.
ReplyDeleteI believe that the Analyzing Student Work Protocol provides a valuable framework for improving teaching strategies and student success in my classroom. The emphasis on collaborative reflection, silent observation, and open discussion offers practical insights into student comprehension and guides instructional choices.
ReplyDeleteMoreover, a collaborative approach fosters ongoing professional growth and learning. Through collaborative inquiry, teachers can participate in reflective practices, receive valuable feedback, and refine their teaching methods. This continual process of learning and refinement benefits both educators and students by encouraging innovation and excellence in education.
In our PLC meetings, we already dedicate time to analyzing student work, but there's always room to enhance our collaboration further. By taking additional steps to collaborate, we can deepen our understanding, share best practices, and ultimately, improve student outcomes.
Jennifer Tillman
Second Grade Teacher
Gordon School
Watching this video, I notice that we don't fully use the 5 step method in our PLC. However, what we do in our PLC is look at data on Tuesday's to see how students are doing with the content that we are learning. When looking at data with my team, we get to help each other to help our students to understand the information better than before. All our students learn differently so as teachers sometimes we have to be very creative on how we teach them.
ReplyDeleteAfter watching this video, I can say that in PLCs my team doesn’t complete all five steps in depth. We being student work and discuss trends that we may see through the grade level and we talk through ways to reteach in small groups. We often talk about what worked well in our own classroom and what we noticed didn’t work. We do not hit the five steps in depth which I think would be very beneficial and helpful . I think a step that could be beneficial is to have your colleagues look over your students work themselves. They may see trends or patterns that we don’t notice ourselves. I think this method can be beneficial for everyone but specifically as a first year, I think this would be a great way go improve my own teaching practices.
ReplyDeleteI liked this video a lot. I think it was very interesting. In my PLCs my team does not fully do the 5 steps, however we do look at student data and work everyday. We talk about trends that we are seeing with students. Such as what they understand and what they are not understanding. We come up with different strategies to help students understand, some teachers might do it differently than others, so it is beneficial for us to share ideas and resources.
ReplyDeleteThe use of peers is a great idea. I have peers who have been in the classroom for many years and some who have been in for fewer years than myself. I believe the use of peers to discuss trends we notice in our classrooms for our lessons during PLCs is a great opportunity to have us as teachers to view things that work and may not have worked for our students and gives us the ability to gain feed back from others in our meetings who are dealing with the same lessons. While having peers review our work is important I believe having a relationship to take the criticism that comes is also important as you may receive a criticism more favorably from someone who you have a better relationship with than the latter.
ReplyDeleteThe process in PLCs is less detailed and focused, with teachers focusing on work samples from all classes instead of one. Special Educators feel excluded due to students' diverse work. Collaboration and feedback are provided, but there is no space for IEP goals or assignments. Data from multiple platforms is used to determine support needs.
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