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A Professional Learning Community Approach for Teacher Development and OER creation - A toolkit/Planning the PLC-OER program (view source)
Revision as of 10:15, 3 January 2018
, 10:15, 3 January 2018→Perspective plan
Secondly it is important to focus at a time on a few subjects, rather than all. In larger states, it would be better to identify one subject at a time, and build PLCs for those subject teachers. Having a larger number of teachers of one subject being enrolled in the program will provide more traction to the interactions amongst the teachers, than working with smaller number of teachers of different subjects. Working on one subject at a time also puts lesser pressure on schools, as only the teacher(s) teaching that subject would need to pulled out of school.
Secondly it is important to focus at a time on a few subjects, rather than all. In larger states, it would be better to identify one subject at a time, and build PLCs for those subject teachers. Having a larger number of teachers of one subject being enrolled in the program will provide more traction to the interactions amongst the teachers, than working with smaller number of teachers of different subjects. Working on one subject at a time also puts lesser pressure on schools, as only the teacher(s) teaching that subject would need to pulled out of school.
However, the vision should encompass every teacher in the school. There is no subject/area, where the teacher will not benefit by participating in virtual professional learning communities, for sharing experiences, resources and learnings. In every area, there is a need for supporting the development of learning materials that can address diverse and local needs, and digital tools could help in this. Every teacher should be seen as a co-owner of the school ICT lab.
The sequencing of the program components can vary, based on state and local priorities. Any of these could be could be undertaken as the first step
# Setting up the PLCs - this enables a large network of practitioners comfortable with ICT integration in TPD and classroom transactions, post which OER, Textbook and OER repository could follow.
# Developing the text book and hand book for classroom transaction; having the text book and hand book can provide a firm basis for the design and implementation of the PLC program of TPD.
# Building the state OER repository with a minimum e-content - the repository can support PLC building and OER creation which could feed into the Textbook development
# Building a large-scale collaborative OER creation, revision and sharing model can be initiated after building the PLCs. The group of OER creators can be small to begin and gradually increase by enabling more interested teachers to learn OER creation, revision and sharing/publishing.
Karnataka began with PLC and then initiated the OER component. Telangana began with collaborative OER creation and text book development followed by PLC component.
In any of these scenarios, the development of blended learning courses should be one of the last components, as it requires a large body of teachers who have digital literacy (which is a PLC outcome) and curricular resources (which is an outcome of the OER and textbook components). Some states have started on-line courses / blended courses without building universal digital literacy in teachers, this is unlikely to be effective.
=== Perspective plan ===
=== Perspective plan ===