oTPD Matrix
Checklist/Matrix of Online PD Activities
| Contructivist Principle | Examples of Online Features or Activities (general or specific cases) | |
| RELEVANCE | ||
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LEARNER CENTERED—The needs of the learner drive the curriculum, that is, topics, inquiries and/or activities are designed or evolve in response to learner questions, needs and input, sometimes having a “just in time” quality. |
· posing a collaborative problem-solving activity on an issue raised by participants · planning instruction on a topic teachers select. |
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JOB EMBEDDED—Participants actively engage with learning experiences that are directly applicable to classroom practice and will positively impact Deeper Learning goals. |
· relevant instructional strategies are described, practiced and tried in the classroom. | |
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SCAFFOLDED AND DIFFERENTIATED—Learning experiences are developmentally appropriate and differentiated, responding to the unique capacities and needs of individual learners. |
· access to someone more experienced provides the right support at the right time for individual learners · technical supports such as pull down menus and hyperlinks offer learners opportunities for individuals to access support, resources or information on demand. |
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MODELS BEST PRACTICES—The learning experiences develop experiential understandings of practices that support Deeper Learning goals. |
· teachers reflect on how: learning experiences support mastery of knowledge · activities engage learners in thinking critically and communicating effectively · support and/or teach collaboration, learning behaviors; develop metacognition. |
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| ONGOING | ||
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CYCLES OF INQUIRY INTO PRACTICE—Professional learning experiences support inquiry into teaching and learning before, during and after implementation of instructional practices that will likely support Deeper Learning goals. |
· teachers design lessons, implement them, analyze student learning and redesign lessons · teachers use case studies or investigations that entail problem solving, design and implementation of new practices. |
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LONG-TERM LEARNING—Teachers are engaged in ongoing, long-term learning experiences. |
· learning experiences extend over weeks, months or even a year or more, allowing for cycles of planning, implementation, analysis and feedback and redesign based on learning. | |
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TOOLS FOR REFLECTIVE PRACTICE—Reflective learning experiences are generative, that is, by participating in them, teachers develop tools to support on-going, lifelong inquiry into their own practice that could continue once the online learning experience culminates. |
· teachers learn to and/or develop tools to support: planning. analysis of student work, rubrics for professional practice and growth. | |
| To be cont. | ||