FIPSE Final Module
Developer Gathering
August 6, 2013
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.
2. 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.
3. 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
challenged
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.
4. 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
5. 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
Authentic, meaningful, relevant
problem-finding linking theory and
principal practice
Involves sense-making around
critical problems of practices
Explores, critiques, deconstructs
from an equity perspective (race,
culture, language)
Requires collaboration and
interdependence
Develops confidence in leadership
Rank 1-10, 1
being the most
effective and
10 the least
3
3
3
2
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
Has a reflecting component
Formal assessment
2
3
5
Notes