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    Airtight Activities For PD

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    api-315222034
    This document provides guidance on developing effective airtight activities for professional development. It recommends that activities should be aligned to learning objectives, embed clear central ideas, and provide clear directions. It discusses using video clips, role plays, and written case studies as engagement techniques. Video clips should focus participants with a pre-question and be short. Role plays allow emotional connection but should also be brief. Case studies can embed objectives and be open-ended or closed, and are suited to challenging issues. All activities should maximize learning with minimal facilitation.

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    Airtight Activities For PD

    Uploaded by

    api-315222034
    693 views7 pages
    This document provides guidance on developing effective airtight activities for professional development. It recommends that activities should be aligned to learning objectives, embed clear central ideas, and provide clear directions. It discusses using video clips, role plays, and written case studies as engagement techniques. Video clips should focus participants with a pre-question and be short. Role plays allow emotional connection but should also be brief. Case studies can embed objectives and be open-ended or closed, and are suited to challenging issues. All activities should maximize learning with minimal facilitation.

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    airtight activities for pd

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    This document provides guidance on developing effective airtight activities for professional development. It recommends that activities should be aligned to learning objectives, embed clear central ideas, and provide clear directions. It discusses using video clips, role plays, and written case studies as engagement techniques. Video clips should focus participants with a pre-question and be short. Role plays allow emotional connection but should also be brief. Case studies can embed objectives and be open-ended or closed, and are suited to challenging issues. All activities should maximize learning with minimal facilitation.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    693 views7 pages

    Airtight Activities For PD

    Uploaded by

    api-315222034
    This document provides guidance on developing effective airtight activities for professional development. It recommends that activities should be aligned to learning objectives, embed clear central ideas, and provide clear directions. It discusses using video clips, role plays, and written case studies as engagement techniques. Video clips should focus participants with a pre-question and be short. Role plays allow emotional connection but should also be brief. Case studies can embed objectives and be open-ended or closed, and are suited to challenging issues. All activities should maximize learning with minimal facilitation.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    You are on page 1of 7
    At a glance
    Powered by AI
    The key takeaways are that airtight activities should be aligned to the learning objective, ensure clear directions, focus on the positive, and connect to the learning goal. Video clips and role plays are also mentioned as effective techniques.

    Some examples of airtight activities mentioned are video clips, movie clips, and role plays.

    The text mentions that role plays allow an audience to make an emotional connection and should be kept short. They offer flexibility for different contexts and complexity.

    Airtight Activities for

    Professional
    Development
    Monica Gomez
    Overall Characteristics
    Used to guide participants to the right conclusions with minimal facilitation

    Ensure that the airtight activity is aligned to your objective

    Embed the clear, BIG idea within it

    Tell participants what to look for

    Directions are clear and precise


    Video Clips and Movie Clips
    Ask a focus question before showing the video
    The world is
    Focus on the positive shifting from book
    literacy to screen
    fluency where
    Connect it to your learning objective video is the new
    vernacular.
    (Kauffman &
    Mohan, 2009, p.5)
    Keep it short!

    Use movie clips when you need to build buy-in.

    Show clip
    and then
    allow them to
    reflect and
    share!
    Participants will watch and learn

    Role Plays Role plays allow audience to make an emotional


    connection

    Keep it short!

    It offers huge potential


    mainly because of its
    flexibility with respect
    to a variety of contexts
    and complexity of foci.
    (Yardley-Matwiejczuk, 1997,
    as cited in Mogra, 2012. p.6)
    Case Studies (written)
    Embed every PD objective in a well written case study

    Bambrick-Santoyo identifies three types of case studies:


    Type 1: Solving Problems
    Type 2: Learn from Failure
    Type 3: Success Story

    Open-ended: describe an event that leads to an unresolved dilemma

    Closed: describe an event and how the dilemma was resolved

    Use case study discussions for challenging issues relating to...


    Teaching methods
    Curriculum design
    Assessment/Evaluation
    Student Motivation
    Student Safety
    Legal responsibilities (Muth, Polizzi, & Glynn, 2007, p. 6)
    (Muth, Polizzi, & Glynn, 2007, p. 6 & p.8)
    References
    Bambrick-Santoyo, P. (2012). Leverage leadership: a practical guide to building exceptional
    schools. San Francisco :Jossey-Bass

    Herreid, C. F., & Schiller, N. (2013). Case studies and the flipped classroom. Journal of College Science Teaching, 42(5), 6266.

    Kauffman, P. B., & Mohan, J. (2009). Video use and higher education: Options for the future. Retrieved from
    http://library.nyu.edu/about/Video_Use_in_Higher_Education.pdf

    Levey, B. (2015). Using film clips in the classroom: something old, something new?. Journal of Teaching and Learning with
    Technology, 4(2), 41-50.

    Mogra, I.(2012) Role play in teacher education: Is there still a place for it? Tean Journal, 4 (3) October [Online]. Available at:
    http://bit.ly/YCbBmy

    Muth, K.D., Polizzi, N.C., & Glynn, S.M. (2007). Using real middle school dilemmas for case-based professional
    Development. Middle School Journal, 38(3), 4-9.

    Pai, A. (2014). Case study: a picture worth a thousand words? Making a case for video case studies. Journal of College Science
    Teaching, 43(4), 63-67.

    Rosenberg, S. (n.d.). Classroom use of movie clips or banishing boredom: how Hollywood can help [Web log post].

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