I guess planning is one way you could do a PLC...but I think you lose the  
inquiry when you do it this way. 
We let the teachers generate questions of interest related mainly to  
students...we look at student data and research ways to improve learning. 
There must be lots of ways to do PLC.
Jennifer
 
In a message dated 6/24/2009 6:57:06 A.M. Eastern Daylight Time,  
[email protected] writes:

I am  moving to a new grade level in the same school and my new team is   
piloting PLC's in our building. From my understanding, this is the way it  
will  
work. Our team consists of 5 teachers. One each language arts,  math, 
science,  social studies and 1 special education teacher (me).  Our team 
leader, 
the  science teacher, has had some training in  structuring the PLC's so 
this 
is what  from my understanding is to  take place. Prior to the beginning of 
school, we are  to have our  curriculum maps broken down into basically 
three 
week blocks. The   first three weeks will primarily be procedures and 
content 
review. So at  the  beginning of the year. we will be meeting daily for a 
while to  start with  planning our second three week block. We will bring 
our  
materials, activities,  assessments and everything we plan to use to  the 
table 
and then the five of us  will work together to evaluate,  make 
recommendations, and support each other as  we develop every  thing for 
this second 3 week 
block. There is a framework from  which  we work - don't have mine yet but 
I 
am trying to obtain information  about  it.So basically while we are 
teaching one three week block we  will be in the  planning and refining for 
the next 
three week block.  Does this explanation make  sense? Jennifer and others - 
does this  sound familiar?

June
Grade 7 Language Arts / Special Needs  KY




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