FIPSE LSDL Modules

 

Final Module Developer Gathering: Module 2

TEAM: Duquesne University

  1. Describe how you changed your module’s design or content based on your interactions with other module developers, critical friends, or leadership team. (you might focus on your module’s individual Powerful Learning Experiences (PLEs), your module’s Theory of Action, objectives and standards, resources, presentation, etc.)

The interaction with other developers did not cause us to change the content of our module in general nor the PLEs. The interaction did, however, cause us to rethink how we framed our promotional introduction and, especially, our teaching notes.

 

  1. Describe how your ideas, approaches, and/or practices have changed regarding preparing leaders who can better support diverse learners as a result of your involvement in the LSDL Module Development Project?

The meeting helped us place consider how our context as developers might differ from the contexts of end-users. In particular, our conversations gave us an opportunity to consider how we might encourage end users to find critical friends with whom they can reflect and on whom they can call for feedback.

 

  1. Based on your experiences using aspects of your LSDL module with students in your program, assess and describe your module’s effectiveness in preparing leaders who can better support diverse learners. 

At this point, we can say that the module is “promising”. Our first attempts at using the PLEs in this module have yielded positive results. In particular, we are please with some anecdotal reports of assumptions being revealed and challenge

More specifically,

            a.What pedagogical challenges do/did you face while using your module?

 Time was a challenge. In the initial efforts, the elements of the learning activities took longer than anticipated. This is not unusual, however. First efforts always look shorter on paper than in practice.

          b.What pedagogical challenges do you anticipate other instructors or students experiencing while using your module?

The time challenge will, I think, exist for other instructors. In particular, I think some instructors may face the challenge of having to prepare their students to engage in the kind of work expected in this and in the other LSDL modules.

 

  1. Have you used another LSDL module or other modules in your teaching? If so, please respond to the following: Based on your experiences using aspects of another (or other) LSDL module with students in your program, assess and describe each module’s effectiveness in preparing leaders who can better support diverse learners. 

I have not yet used the other modules in my teaching. I have used elements or activities that are included in PLEs from other modules. In particular, I have incorporated some of the elements of the argument PLE in the Advocacy module.

More specifically,

    a. What pedagogical challenges do/did you face while using your module?

     b. What pedagogical challenges do you anticipate other instructors or students experiencing while using your module

 

  1. Through the lens of the powerful learning experience (PLE) framework, please rank order the characteristic form most to least prominent in your LSDL module. Feel free to add notes for as a rationale for each characteristic.

PLE Characteristics

Rank 1-10, 1 being the most effective and 10 the least

Notes

Authentic, meaningful, relevant problem-finding linking theory and principal practice

 

3

 

Involves sense-making around critical problems of practices

 

3

 

Explores, critiques, deconstructs from an equity perspective (race, culture, language)

 

3

 

Requires collaboration and interdependence

 

2

 

Develops confidence in leadership

 

3

 

Places both the professor and student in a learning situation

 

5

 

Learners are empowered and responsible for their own learning

 

3

 

Shifts perspective from classroom to school, district, or state level

 

2

 

 

Has a reflecting component

 

3

 

Formal assessment

 

5