Planning

Congratulations on beginning your journey to create a WeTeachNYC community. To prepare on this endeavor, please use the following documents.

WeTeachNYC Overview

What is WeTeachNYC?

WeTeachNYC Communities provides a private space for professional learning facilitators so support educators through blended learning communities.

 

WeTeachNYC Community Features

1) Set goals to keep community members engaged and focused on their learning.

2) Next steps prepare community members to engage in future sessions and complete work to further their learning.

3) Tags provide organizational structure to the discussions and associated resources in the community.

4) Discussions, with the ability to add resources, provide a space for community to add and collaborate on resources, and further learning through asynchronous online discussions.

Is a WeTeachNYC Community right for you?

WeTeachNYC Communities can be a powerful tool for extending learning.  The Knowledge Sharing team has conducted research on the conditions that help support robust community activity and collaborative learning. 

 

Initial Planning Brainstorm

The technical training on how to use a WeTeachNYC community is easier if a sketch of how the community will be used to support your professional learning series exists.  Use the materials below to support your initial planning.

Use the following planning document to organize: Click Here

Step 1. Learning Objectives

What is your overall learning objective? How many sessions (in-person or online) are you planning to have? What are the learning objectives for each session?

Facilitator Tip: When defining the goals keep the following S.M.A.R.T. attributes:

  • Specific – Concise, well-defined statements of what students will be able to do.
  • Measurable – The goals suggest how students will be assessed. Start with action verbs that can be observed through a test, homework, or project (e.g., define, apply, propose).
  • Attainable – Students have the pre-requisite knowledge and skills and the course is long enough that students can achieve the objectives.
  • Relevant – The skills or knowledge described are appropriate for the course or the program in which the course is embedded.
  • Time-bound – State when students should be able to demonstrate the skill (end of the course, end of semester, etc.).

https://ii.library.jhu.edu/2016/07/20/writing-effective-learning-objectives/

Step 2. Skills and Knowledge

What skills and knowledge do you want people to know after each session? What resources will you use to facilitate instruction?

Facilitator Tip: 

What knowledge and skills should participants master?

The knowledge and skills at this substage are considered important to know and do. The information that fits within this question could be the facts, concepts, principles, processes, strategies, and methods students should know when they leave the course.

https://cft.vanderbilt.edu/guides-sub-pages/understanding-by-design/

Step 3. Bridge to Practice

What specific questions could you ask your teachers that would help them demonstrate the implementation each of those skills and concepts when they are back at schools?

Step 4. Artifacts

What artifacts of their implementation might be most valuable to assess their implementation and support other community members in their learning?