PBS Course Outline

3 Credit Option

The following tentative agendas serve as frameworks for designing a topical course outline for your professional book study. Each professional book study facilitated in the PDI program needs to have a topical course outline submitted. Topical course outlines should be sent to the PDI program office at rior to the start of your professional book study. The topical course outline will then be embedded in the course syllabus.

Note: 3 credit options facilitated during the school year meet for a minimum of 45 contact hours. The following activities may be arranged/restructured to accommodate other determined meeting times.

Session 1

  • Engage participants in reflective questions to establish connections to the text (based on pre-reading that was assigned in preparation for the first session).
  • Review course syllabus and expectations.
  • Clarify expectations for formative assessments, reader responses, reflective journal prompts, and inquiry plan.
  • Establish ground rules for being an active participant in the book study.
  • Process assigned reading by engaging in paired, small group, and large group facilitated learning processes.
  • Engage in periodic, intentional reflection on reading and discussion.
  • Challenge participants to make relevant connections to their classrooms.
  • Assign reading for next session.

Session 2

  • Engage in bridging activity to share connections they have made between the assigned reading, their knowledge, and their instructional planning and/or thinking about teaching and learning.
  • Process assigned reading by engaging in paired, small group, and large group facilitated learning processes.
  • Engage in periodic, intentional reflection on reading and discussion.
  • Challenge participants to make relevant connections to their classrooms.
  • Review expectations for inquiry plan.
  • Assign reading for next session.

Session 3

  • Engage in bridging activity to share connections they have made between the assigned reading, their knowledge, and their instructional planning and/or thinking about teaching and learning.
  • Process assigned reading by engaging in paired, small group, and large group facilitated learning processes.
  • Engage in self-assessment, documenting connections between reading and teaching.
  • Share initial inquiry plan development and data collection processes.
  • Discuss expectations for additional reading to support or deepen understanding of the book’s concepts.

Session 4

  • Engage in bridging activity to share connections they have made between the assigned reading, their knowledge, and their instructional planning and/or thinking about teaching and learning.
  • Process assigned reading by engaging in paired, small group, and large group facilitated learning processes.
  • Share data collection progress and continue processing connections between the readings and instructional planning.
  • Engage in participant-led discussions (round table) about the additional readings participants are locating to support their inquiry and deepen their understanding of the book’s concepts.
  • Process participant-led discussions by engaging in intentional reflection to make connections between the additional reading and the participants’ inquiry.
  • Discuss expectations for subsequent class session.

Session 5

  • Engage in bridging activity to share connections they have made between the assigned reading, their knowledge, and their instructional planning and/or thinking about teaching and learning.
  • Process assigned reading by engaging in paired, small group, and large group facilitated learning processes.
  • Share data collection progress and continue processing connections between the readings and instructional planning.
  • Engage in participant-led discussions (round table) about the additional readings participants are locating to support their inquiry and deepen their understanding of the book’s concepts.
  • Process participant-led discussions by engaging in intentional reflection to make connections between the additional reading and the participants’ inquiry.
  • Discuss expectations for subsequent class session.

Session 6

  • Engage in bridging activity to share connections they have made between the assigned reading, their knowledge, and their instructional planning and/or thinking about teaching and learning.
  • Process assigned reading by engaging in paired, small group, and large group facilitated learning processes.
  • Share data collection progress and continue processing connections between the readings and instructional planning.
  • Engage in participant-led discussions (round table) about the additional readings participants are locating to support their inquiry and deepen their understanding of the book’s concepts.
  • Process participant-led discussions by engaging in intentional reflection to make connections between the additional reading and the participants’ inquiry.
  • Discuss expectations for subsequent class session, including the participant-led discussions about their data analysis processes.

Session 7

  • Engage in bridging activity to share connections they have made between the assigned reading, their knowledge, and their instructional planning and/or thinking about teaching and learning.
  • Process assigned reading by engaging in paired, small group, and large group facilitated learning processes.
  • Share, through participant-led discussions, the results of the inquiry plans
  • Make connections between the reading and the participants’ data analysis sharing.
  • Engage in intentional reflection, making connections between the reading and the data from inquiry plans.
  • Discuss expectations for subsequent class session.

Session 8

  • Engage in bridging activity to share connections they have made between the assigned reading, their knowledge, and their instructional planning and/or thinking about teaching and learning.
  • Process assigned reading by engaging in paired, small group, and large group facilitated learning processes.
  • Share, through participant-led discussions, the results of the inquiry plans
  • Make connections between the reading and the participants’ data analysis sharing.
  • Engage in intentional reflection, making connections between the reading and the data from inquiry plans.
  • Discuss expectations for subsequent class session.

Session 9

  • Engage in bridging activity to share connections they have made between the assigned reading, their knowledge, and their instructional planning and/or thinking about teaching and learning.
  • Engage in self-assessment, documenting connections that emerge from reading and teaching as they relate to inquiry plan implementation and analysis.
  • Share plans for continued inquiry based on the self-assessment following the implementation of inquiry plans.

Professional Development InitiativesPBS Course Outline 3

Saint Mary’s University of Minnesota