CLOSE WINDOW WHEN FINISHED--Reflection 10 in another window.
EVIDENCE B:
Feedback from and reflection upon the applet POGIL PD given in Edu636
MARCH 2009
pre-PD surveys (click for full .htm of abstract and survey)
 post-PD surveys (click for full .htm of survey)

Excellent
 Good
 Needs Improvement
 Not Applicable
Covered useful material
 9


Practical to my needs and interests
 8
 1

Well organized
 4
 4
 1
Presented at the right level
 7
 2

Effective activities
 9


Useful visual aids and handouts
 9


Instructors' knowledge
 8
 1

Instructors' presentation style
 6
 3

Instructors covered material clearly
 7
 2

Instructors responded well to questions
 8
 1


Participant answer choices
 # or people
1. I have never used applets in my instruction, and I don't care to
 0
2. I have never used applets in my instruction, but I am interested in using them.
 3
3. I use applets only occasionally and feel that I could improve in my usage of them (~1-5 per course).
 5
4. I use applets frequently, but feel that I could improve in my usage of them (~10+ per course).
 2
5. I am an expert in using applets and do not feel that my usage needs improvement.
 0

Strongly disagree
 Disagree
 Neutral
 Agree
 Strongly Agree
I am comfortable with integrating applets into my teaching.
 1

2
 6
I plan to use more applets in my teaching.
2
1
 6
I plan to use the POGIL methodology with applets
 1
2
 2
 4
I have re-evaluated my usage of applets in light of this PD

2
 2
 5

Participant answers to "What do you expect to learn from this PD?"
 Participant answers to "Did this PD meet your expectations?" and how they have re-evaluated their usage of applets in light of the PD
  • getting more applet resources; getting a list of resources
  • getting more comfortable with applet use/ technology
  • integrating applets with POGILs and other types of instruction
  • using applets better (not just as an embellishment to lecture)
  • helping students make connections
  • It showed me how I could extend my use of applets by connecting them to POGILs
  • Very informative!
  • Cleared up what applets are and gave examples of how to use in class
  • You guys provided lots of applet resources which eliminates a lot of time and effort on the part of the teacher devoted to simply searching for applets that are useful.  I didn't really use applets before... now I will definitely use them as demos for the whole class and in conjunction with POGILs.
  • I will definitely try the POGIL method with the gas laws in the near future.
  • I wanted to learn more about applets.  This PD gave me the opportunity to experience using applets.  Grace also mentioned to use one to start, get good at using it, then move on.  Seeing the hybrid orbitals applet today in this PD made me feel it's way more effective and students will have more conceptual understanding using applets.

The second piece of evidence is the feedback from our PD. To see the full abstract describing our PD and pre-PD survey, click here.  I know that I grew as a leader in the process of preparing and presenting the PD; I learned a lot as I thought about the best way to structure and present the PD so that it would be well-received.

 THE BEST PRACTICES WE EMPLOYED IN OUR PD:
In our PD, we were careful to present the material in the most effective manner:
  • FOCUS UPON CONCRETE CLASSROOM-BASED CURRICULUM
    Yamagata-Lynch and Haudenschilde (2008) examined professional development activities and came to the conclusion that "teacher participants and principals reported that professional development events that focused on concrete classroom-based curricular issues without expecting teachers to completely change their practice provided them with the most momentum to improve classroom practice."      We focused on concrete classroom-based curriculum by discussing the use of POGIL worksheets (a guided inquiry method of learning) used in concert with applets (interactive web-based software).

  • DIFFERENTIATION OF INSTRUCTION, CO-TEACHING WITH RESIDENT EXPERTS
    We were careful to try to address all levels of experience so that no person felt that the material was too elementary or too advanced to be of use to them.      Some of our cohort members were well-experienced with applet usage, and we solicited their help before giving the PD so we could engage their cooperation, as well as create a more comprehensive bank of useful applets.  We provided a list of applets by topic and by type and went through a few examples to expose people to applets who did not know what they were.  We also provided an applet POGIL on gas properties so that those already well-versed with applets could work through an example.  We also made sure to go around and address specific concerns or help those who needed more guidance, providing individualized attentione when needed.

THE IMPACT WE HAD ON PARTICIPANTS OF OUR PD:
The feedback showed that our fellow cohort members learned something by participating in our PD, and how they intended to change their teaching.  Our impact as leaders can be gauged by the positive effect we had upon other teachers.  A comparison of the pre- and post-PD surveys shows that other people in the cohort learned and received resources that they would not otherwise have had without participating in our PD.  Three of the ten other members of our cohort had never encountered or used applets--which are web-based interactive software programs such as Java, Shockwave, or Flash.  At the very least, our PD introduced them to a tool and provided them with a list of resources they would not otherwise have been aware of.  For the seven other members of the cohort who had some understanding, we hoped to differentiate the PD by showing them how applets could be used in lieu of the instruction model in a traditional POGIL.  The largest beneficial effect was, understandably, seen in those who had no previous experience with applets.  Among those who already used them in their teaching, the PD provided one more perspective and tool they could use to approach an old resource.   Many cohort members agreed that they had re-evaluated their use of applets and intended to change their classroom practice.  The clearest indicators of change are found among the excerpts from the post-PD survey--at the bottom right of the following table.  Statements that show particularly strong evidence for a change in practice or perspective brought about by the PD have been highlighted.

We were careful to introduce resources in a way that would improve their teaching and have the most impact.