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Professional Learning

  • Background

    After selecting core and/or supplemental materials, educators need to implement those materials in the classroom to support student learning goals. Professional learning strategies are an essential component for successful implementation and this section identifies best practices and guidance for selecting supplemental materials and implementing core materials in a digital environment. Additionally, you can learn about student experiences in action.

  • Strategies

    When implementing digital instructional materials, it is also imperative to provide professional learning opportunities in navigating the digital content, programs and applications, as well as ongoing, sustained onsite support for teachers. With effective professional learning strategies, educators can choose the digital instructional materials and technology tools most appropriate for their instructional practices that best meet the needs of students. To ensure successful implementation of instructional materials, develop a strategy that includes:

    • Initial resource training for educators
    • Peer coaching
    • Sustained professional learning
    • Resources to help families support students with their learning

    Quality instructional materials are only one component of student success — highly-qualified teachers and personalized learning opportunities play an important role.

    Key Questions

    • How do you provide educator support/professional development to promote successful implementation?
    • What professional learning will be required to teach how to effectively locate, evaluate, and implement instructional materials, including open resources?
    • What technology training will be required to implement digital instructional materials?
    • Create a community of practice that shares implementation resources and best practices.
    • For OER, what supports are in place to provide clarity on licensing types, understanding levels of permission for remixing open resources, and providing proper attribution?
    • Consider the creation of OER User Groups to support teachers implementing a specific resource.
    • How does teacher instruction change as a result of implementing DIM?
    • How do students interact with the DIM?
    • How do teachers and students learn to be curators?
  • Goals

    • Did you provide professional learning strategies for implementation of high quality materials, aligned to standards?
    • How easy was it for teachers to access and use the materials?
    • Did teachers report a reduced workload?
    • Did the instructional materials support teachers’ abilities to support:
      • Deeper learning?
      • Personalize learning?
      • Self-directed learning?
    • Did teachers customize materials that are OER?
    • Did teachers understand the copyright and licensing requirements for using OER?
  • Facilitator Guides

    These guides provide facilitators with step by step activities, with suggested times for each activity, as well as narrative content and resources to support the topic. The guides are accompanied by a presentation slide deck for use during the workshop. They also include a link to a logistics spreadsheet to help facilitators plan the workshop. Logistics include recommendations for audio visual, catering, registration and outreach. The facilitators guide can be used in their current format or they are easily customizable to meet your needs.

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