Teachers, administrators and staff continuously seek and share learning and then act on what they learn. The goal of their actions is to enhance their.

Teachers, administrators and staff continuously seek and share learning and then act on what they learn. The goal of their actions is to enhance their effectiveness as professionals so that students benefit.

A Learning Community is a community of learning professionals studying a carefully sequenced learning format designed to move teachers from content knowledge to daily practice over time.

An e-Learning Community is a community of learning professionals using the Internet and face-to-face interactions to receive instruction and expert coaching over time.

Sustained for making lasting changes

Convenient anytime/anywhere learning

Practical teacher - centered content

Accountable for teacher growth

Supports meeting Q-Comp goals

“….focused exclusively on teacher

efficacy within the context of job-

embedded professional development

linked to student and teacher needs….”

From MDE website

From MDE website

Supports meeting Q-Comp goals

Planning and Preparation

The Classroom Environment

Instruction

Professional Responsibilities

Cultural

Competence

Supports meeting Q-Comp goals

Focus on Site Goals

Reflection on Performance

Creating differentiated lessons for

improved student success

Practical classroom applications

Strategies for working with a variety of learners

A support network of colleagues

The power of working towards the common goal of differentiation and impacting the success of a building

Clear communication, classroom management, and assessment strategies

Our program now contains three 2 - credit courses

DIAL eLearning – Foundations Part I (Modules 1-8) Building common language and developing concepts

DIAL eLearning – Foundations Part II (Modules 9-16)

Developing differentiated lessons/units

DIAL eLearning – Advanced Topics (Modules 17-24)

Restructuring units of study/courses

Each course contains 8 online modules

Multiple intelligences theory and the foundations of differentiated instruction

Analyzing student intelligences in a differentiated classroom

Gender and inclusion in the differentiated classroom

Differentiated strategies, flexible grouping, tiered assignments project menus and challenge centers

Thinking skills and goal setting

Collegial conversations

Using student work as a diagnostic tool

Professional reflection

Program Topics: Modules 1 - 8

- Foundations Part I

Planning an extended implementation project

Advanced differentiation strategies

Differentiation examples and lesson design

Designing effective communication with stakeholders

Managing the differentiated classroom

Assessment/Grading in the differentiated setting

Student peer coaching strategies

Communicating implementation results

Program Topics: Modules 9 - 16

- Foundations Part II

Understanding by Design (UbD)

Application of Understanding by Design

Understanding Evidence of Learning

Application of Evidence of Learning

Understanding Difficulty and Complexity

Application of Difficulty an Complexity

Teaching for Understanding

Application of Teaching for Understanding

Program Topics: Modules 17 - 24

- Advanced Topics

DIAL is owned by Intermediate Districts 287 and 916. Moodle is the delivery platform

Each module begins with:• a quote or a video to set the tone• an “In This Module” section to clarify the module topic• guiding questions to frame the learning

Readings for each module • cover essential learnings and are online• No additional text is necessary• Resources for each module link to websites for related information.

Most modules conclude with posting to the discussion board or a blog asking teachers to reflect on their learning.

Regular meetings of the face-to-face learning community are an integral part of this professional development format. The collegial discussions enhance the learning of the on-line modules.

Classroom application of the differentiation strategies and professional reflection create an atmosphere that encourages and supports instructional growth.

Meets MN Board of Teaching Licensure requirements for differentiation

10 CEUs = minimum (per 8 modules)

20 CEUs = recommended (per 8 modules)

College credit from Hamline (optional) Two credits graduate semester credits per 8 modules @ $110 per credit

Cost to the District• Site License - $1500

– License is for one school year – A community is 15 participants/license– Each community of participants takes 1 set of

8 modules– Module sets should be matched to user

knowledge level

Cost to the District• Site License - $2000

– License is for one school year – A community is 15 participants/license– Each community of participants may take up

to 2 sets of 8 modules– Module sets should be matched to user

knowledge level

Cost to the District• Site Facilitators

– A licensed learning communities can be divided into smaller communities for focused conversations

• Ideal size is 5 – 8• Communities by site, i.e. middle school, high

school, elementary school, have been successful

– Each learning community has a site facilitator– It is suggested that a site facilitator be paid a

stipend (districts have paid facilitators an average of $500/small group)

Site facilitators receive the following from Intermediate Districts 287 and 916:

Face-to-face facilitator trainingA training manual with suggestions for successful

facilitation of each learning community meetingIdeas for preparing materials for each meetingPaper copies of all readingsAppropriate support materials Additional resources and resource ideasTroubleshooting ideas for site leaders that might

need/want a bit of extra help moving their community through the modules.

Suggested Timeline Each set of 8 modules takes from 10 – 14 weeks

to complete

In order to complete two sets of 8 modules in one school year, it is suggested you:– Begin your first set of modules in late

September (complete by the end of January)– Begin your second set of modules in early

February (complete by the end of May)