Learning by Doing 4th Edition - A Handbook for Professional Learning Communities at Work® (A practical guide for implementing the PLC process and transforming schools)
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25 năm trôi qua, quy trình PLC at Work® tiếp tục mang lại kết quả trên khắp Hoa Kỳ và trên toàn thế giới. Trong ấn bản thứ tư của cuốn sách bán chạy nhất Học qua thực hành, các tác giả sử dụng nghiên cứu cập nhật và kiến thức đã được kiểm chứng theo thời gian để giải quyết những thách thức giáo dục hiện tại, từ những khoảng trống trong học tập do đại dịch COVID-19 làm trầm trọng thêm cho đến nhu cầu thúc đẩy một hệ thống hỗ trợ đa tầng hiệu quả cao.Cuốn sách này sẽ giúp các quản trị viên K–12, lãnh đạo nhà trường và nhóm giáo viên:Xây dựng kiến thức chung về cả từ vựng quan trọng và các khái niệm cơ bản của các thuật ngữ PLC chínhTìm hiểu các chiến lược mới, chuyên sâu hơn để huấn luyện PLC tại nơi làm việcĐưa ra những đánh giá trung thực về quá trình học tập của học sinh, kiểm tra văn hóa trường học của các em và thực hiện các phương pháp truyền thống từ góc độ mới mẻ, phê phánThực hiện các bước cụ thể và ngay lập tức để thu hẹp khoảng cách từ biết đến làm và triển khai các khái niệm PLC trong trường học và khu học chánh của họNhận thức rằng kiến thức cần thiết để hỗ trợ học sinh đạt được trình độ cao hơn là sẵn có và bước tiếp theo là chuyển nhận thức này thành kế hoạch hành động để cải thiện trường họcThực hiện theo định dạng từng bước được nêu trong mỗi chương để thúc đẩy hành trình PLC của trường họ và thúc đẩy sự cải tiến liên tụcNội dung:Giới thiệuChương 1: Hướng dẫn hành động cho cộng đồng học tập chuyên môn tại nơi làm việcChương 2: Xác định mục đích rõ ràng và thuyết phụcChương 3: Xây dựng văn hóa hợp tác của cộng đồng học tập chuyên nghiệpChương 4: Huấn luyện các nhóm hợp tác trong cộng đồng học tập chuyên nghiệp tại nơi làm việcChương 5: Tạo định hướng kết quả trong cộng đồng học tập chuyên nghiệpChương 6: Thiết lập sự tập trung vào việc họcChương 7: Tạo các đánh giá quá trình chung do nhóm phát triểnChương 8: Phản ứng khi một số học sinh không họcChương 9: Tuyển dụng, định hướng và giữ chân nhân viên mớiChương 10: Giải quyết xung đột và tôn vinh trong cộng đồng học tập chuyên nghiệpChương 11: Thực hiện Quy trình Cộng đồng Học tập Chuyên nghiệp trên toàn QuậnKết luận: Chạm đến cảm xúc—Tạo dựng văn hóa quan tâmTài liệu tham khảochỉ mục
- Cover PageTitle PageCopyrightDedicationAcknowledgmentsTable of ContentsAbout the AuthorsIntroductionWhat’s New in This EditionA Move From Interest to Commitment: The Issue of PLC LiteThe FormatTwo Companion BooksAllThingsPLCA Journey Worth TakingWhy Should We Implement the Professional Learning Communities at Work® Process?
- Chapter 1: A Guide to Action for Professional Learning Communities at WorkWhat Are Professional Learning Communities?Cultural Shifts in a Professional Learning CommunityThree Big Ideas That Drive the Work of a PLCA Culture That Is Simultaneously Loose and TightThe Importance of Effective CommunicationAttention to Both Structure and EmotionsThe Professional Learning Communities at Work® Continuum: Communicating EffectivelyWhere Do We Go From Here? Worksheet: Communicating EffectivelyWhy Don’t We Apply What We Know?
- Chapter 2: Defining a Clear and Compelling PurposePart One: The Case Study—Clarifying Our PurposePart Two: Here’s HowA Data Picture of Our SchoolPart Three: Here’s WhyWhy Should We Clarify Our Mission?Why Should We Describe the School or District We Are Trying to Create?Why Should We Articulate Collective Commitments?The Foundation of Anywhere High SchoolBoones Mill Elementary School: Hand in Hand We All LearnPart Four: Assessing Your Place on the PLC JourneyPart Five: Tips for Moving Forward—Building the Foundation of a PLCThe Professional Learning Communities at Work® Continuum: Laying the FoundationWhere Do We Go From Here? Worksheet: Laying the FoundationPart Six: Questions to Guide the Work of Your Professional Learning CommunityPart Seven: Dangerous Detours and Seductive ShortcutsPart Eight: Digging Deeper—Recommended Resources
- Chapter 3: Building a Collaborative CulturePart One: The Case Study—Are We Engaged in Collaboration or “Coblaboration”?Part Two: Here’s HowCritical Issues for Team ConsiderationPart Three: Here’s WhyPart Four: Assessing Your Place on the PLC JourneyWhy Should We Use Teams as Our Basic Structure?Why Should We Collaborate?Why Should We Create Norms?The Professional Learning Communities at Work® Continuum: Building a Collaborative Culture Through High-Performing TeamsWhere Do We Go From Here? Worksheet: Building a Collaborative Culture Through High-Performing TeamsPart Five: Tips for Moving Forward—Building a Collaborative Culture Through High-Performing TeamsPart Six: Questions to Guide the Work of Your Professional Learning CommunityPart Seven: Dangerous Detours and Seductive ShortcutsPart Eight: Digging Deeper—Recommended Resources
- Chapter 4: Coaching Collaborative TeamsPart One: The Case Study—When Workshops Are Not EnoughPart Two: Here’s HowPart Three: Here’s WhyWhy Should We Coach Collaborative Teams?Part Four: Assessing Your Place on the PLC JourneyPart Five: Tips for Moving Forward—Coaching Collaborative TeamsThe Professional Learning Communities at Work® Continuum: Coaching Collaborative TeamsWhere Do We Go From Here? Worksheet: Coaching Collaborative TeamsPart Six: Questions to Guide the Work of Your Professional Learning CommunityPart Seven: Dangerous Detours and Seductive ShortcutsPart Eight: Digging Deeper—Recommended Resources
- Chapter 5: Creating a Results OrientationPart One: The Case Study—Creating a Results Orientation at the School, Team, and Teacher LevelsPart Two: Here’s HowSMART Goal Worksheet: Third-Grade TeamSMART Goal Worksheet: Eighth-Grade MathematicsSMART Goal Worksheet: American GovernmentSMART Goal WorksheetPart Three: Here’s WhyPart Four: Assessing Your Place on the PLC JourneyWhy Do We Need SMART Goals?The Professional Learning Communities at Work® Continuum: Using School Improvement Goals to Drive Team GoalsWhere Do We Go From Here? Worksheet: Using School Improvement Goals to Drive Team GoalsPart Five: Tips for Moving Forward—Using Goals to Focus on ResultsPart Six: Questions to Guide the Work of Your Professional Learning CommunityPart Seven: Dangerous Detours and Seductive ShortcutsPart Eight: Digging Deeper—Recommended Resources
- Chapter 6: Establishing a Focus on LearningPart One: The Case Study—What Do We Want Our Students to Learn?Part Two: Here’s HowPart Three: Here’s WhyWhy Should We Ensure Students Have Access to a Guaranteed and Viable Curriculum?Part Four: Assessing Your Place on the PLC JourneyThe Professional Learning Communities at Work® Continuum: Clarifying What Students Must LearnWhere Do We Go From Here? Worksheet: Clarifying What Students Must LearnPart Five: Tips for Moving Forward—Clarifying and Monitoring Essential LearningPart Six: Questions to Guide the Work of Your Professional Learning CommunityPart Seven: Dangerous Detours and Seductive ShortcutsPart Eight: Digging Deeper—Recommended Resources
- Chapter 7: Creating Team-Developed Common Formative AssessmentsPart One: The Case Study—How Do We Know If They Have Learned It?Part Two: Here’s HowPart Three: Here’s WhyWhy Should We Use Formative Assessments?Why Should We Use Common Assessments?Part Four: Assessing Your Place on the PLC JourneyThe Professional Learning Communities at Work® Continuum: Turning Data Into InformationWhere Do We Go From Here? Worksheet: Turning Data Into InformationThe Professional Learning Communities at Work® Continuum: Monitoring Each Student’s LearningWhere Do We Go From Here? Worksheet: Monitoring Each Student’s LearningPart Five: Tips for Moving Forward—Using Common Formative AssessmentsPart Six: Questions to Guide the Work of Your Professional Learning CommunityPart Seven: Dangerous Detours and Seductive ShortcutsPart Eight: Digging Deeper—Recommended Resources
- Chapter 8: Responding When Some Students Don’t LearnPart One: The Case Study—Systematic Interventions Versus an Educational LotteryPart Two: Here’s HowPart Three: Here’s WhyWhy Should We Implement Systematic Interventions?Part Four: Assessing Your Place on the PLC JourneyThe Professional Learning Communities at Work® Continuum: Providing Students With Systematic Interventions and ExtensionsWhere Do We Go From Here? Worksheet: Providing Students With Systematic Interventions and ExtensionsPart Five: Tips for Moving Forward—Creating Systematic Interventions and Extensions to Ensure Students Receive Additional Time and Support for LearningPart Six: Questions to Guide the Work of Your Professional Learning CommunityPart Seven: Dangerous Detours and Seductive ShortcutsPart Eight: Digging Deeper—Recommended Resources
- Chapter 9: Hiring, Orienting, and Retaining New StaffPart One: The Case Study—The Disruption of Adding New StaffPart Two: Here’s HowIs This Candidate a Good Fit for Our PLC?Part Three: Here’s WhyWhy Should We Address the Quality of Teachers?Part Four: Assessing Your Place on the PLC JourneyWhy Is a Focus on Hiring and Retaining Practices Important?The Professional Learning Communities at Work® Continuum: Selecting and Retaining New Instructional Staff MembersWhere Do We Go From Here? Worksheet: Selecting and Retaining New Instructional Staff MembersThe Professional Learning Communities at Work® Continuum: Retaining Veteran Staff MembersWhere Do We Go From Here? Worksheet: Retaining Veteran Staff MembersPart Five: Tips for Moving Forward—Selecting and Retaining StaffPart Six: Questions to Guide the Work of Your Professional Learning CommunityPart Seven: Dangerous Detours and Seductive ShortcutsPart Eight: Digging Deeper—Recommended Resources
- Chapter 10: Addressing Conflict and CelebratingPart One: The Case Study—Responding to ResistancePart Two: Here’s HowPart Three: Here’s WhyPart Four: Assessing Your Place on the PLC JourneyWhy Should Celebration Be Part of Our Culture?The Professional Learning Communities at Work® Continuum: Responding to ConflictWhere Do We Go From Here? Worksheet: Responding to ConflictPart Five: Tips for Moving Forward—Addressing Conflict and CelebratingPart Six: Questions to Guide the Work of Your Professional Learning CommunityPart Seven: Dangerous Detours and Seductive ShortcutsPart Eight: Digging Deeper—Recommended Resources
- Chapter 11: Implementing the PLC Process DistrictwidePart One: The Case Study—The High Cost of Failing to Speak With One VoicePart Two: Here’s HowPart Three: Here’s WhyWhy Does Implementation Matter?Part Four: Assessing Your Place on the PLC JourneyThe Professional Learning Communities at Work® Continuum: Implementing the PLC Process DistrictwideWhere Do We Go From Here? Worksheet: Implementing the PLC Process DistrictwidePart Five: Tips for Moving Forward—Implementing a Districtwide PLC ProcessPart Six: Questions to Guide the Work of Your Professional Learning CommunityPart Seven: Dangerous Detours and Seductive ShortcutsPart Eight: Digging Deeper—Recommended ResourcesEpilogue: Touching the Emotions: Creating a Culture of CaringRecognizing the Human Side of OrganizationsCreating Schools That CareDemonstrating Empathy and CompassionGiving Feedback With Encouragement and SupportRemoving Communication That Says, “We Don’t Care”Making Students Feel SpecialCommitting to CaringInvolving Everyone, at Every Level, Every DayLeading: The Courage to CareReferences and ResourcesIndex
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