Of course there is much planning to go into creating the highly structured nearpod presentation. While I was processing the readings of Clark, I realized I first would need to perform a needs and task analysis that defines my learning objectives. I could put this together in a google form. I think an obstacle could be teacher buy-in. So developing a google form that uses visual images and questions that teachers would like answers to, would be paramount. This is a foundational step.
Provided that I get data that I can analyze, I will have to revise my learning objectives to maximize the helpfulness to teachers/students. Armed with a clear learning objective and an idea of what teachers are looking for, I can begin putting together a framework for the meeting agendas and the learning materials I would need to resource. Ideally, keeping the meetings short and targeted to the end user, the time could be used in communication (ever changing break-out groups) and collaboration to promote sharing of workload. Utilizing Nearpod will give a record of teacher input that can be used for next steps. This would be the time to try this out with a sample of teachers as an initial focus group. Their input would stimulate revisions as needed. With analysis of their feedback I would be able to determine if and when I could implement a final product. This follows all the stages described by Clark.
When thinking about the first Nearpod, I think that building relationships is critical. So it is important to not only post norms but to show examples and non-examples of what type of community we are trying to build. It will be important to develop procedures and processes collaboratively to ensure buy-in from all stake-holders. As for the use of facts, I like Clark's advice to teach facts just-in-time when you need them.
My focus on the PLC model aligns very well to the S.I.T.E. Model. My driving question highlights the context for learning (teacher's want to be effective), they are motivated to perform in the classroom, they are social with their students and within their school communities, they value literacy and by expanding their PLC network they will expand their access to tools and resources. I hope to design a product that will empower teachers to engage constructively and productively with their grade level content to acquire skills and knowledge that will enable them to use resources at hand to accomplish SMART goals that are horizontally aligned in the district.
Lastly, when looking at my driving question through the lens of the "4 Pillars". I can see that Pillar 1: The Individual (Information, Cognition & Message Design) is one of the reasons that we do not have horizontal cohesion. Messages and information is sent by the district, but not always interpreted in the same way. Clarity of instruction is an important part of Pillar 1.
Pillar 2: The Outside Connection (Social, Cultural & tool Contexts) shows why we need to expand our PLC community to outside our individual schools. We need that outside connection to examine our work context and the tools and technologies that can benefit our performance.
Pillar 3: The Value Context (Moral and Political Concerns) addresses our multiple perspectives while conveying workplace realities, expertise and equity of access. This is why the district wants to have horizontal cohesion, but has not made it a priority thus far.
Pillar 4: The Aesthetic (Aesthetic Design of the Immediate Experience) Nearpod and Zoom allow for a carefully designed online experience using all the tools available to lead to effective learning for professional growth.
As I reflect on all the readings and the layers of design efficacy, I need to be very clear as to what and why I want to research my driving question. I think that in my own way I want to tear down the walls that get in the way of teaching all the students and think that by building a teacher community that is responsive to the diversity that is in Napa, I will in my own small way, create a better world.