Dissemination of Project GLAD Strategies and Project-Based Learning

Our TIIP team was motivated to share with the rest of our school faculty the Project GLAD strategies and Project-Based Learning that we had acquired through our attendance of Project GLAD and UCLA Lab School's Critical Thinking Institute. We were especially eager to share these approaches knowing that Project GLAD and Project-Based Learning would equip us and our school staff with instructional tools necessary to move us toward being a Project-Based Learning and bi-literate school. We then would not only be "living out" our school plan but also providing the firm foundation that English Learners need in order to be successful.

Since those of us that attended Project GLAD training were teaching at different grade levels, we were naturally able to disseminate our learning across grade levels. Our school structure provides weekly grade level planning time, and it was during this time that we were able to share our learning with our grade level colleagues. Even though all of us had opportunities to share with our grade level colleagues, the instructional focus for the second and third grade levels was Project GLAD. As second and third grade level leaders, we modeled various Project GLAD strategies for our colleagues. Then, as a grade level we decided to highlight a few of these strategies in our classrooms. The chosen strategies used during this first implementation year were: Cognitive Content Dictionary, Inquiry Charts, Input Charts, Big Books, Super Scientist Awards, Chants, and Three Personal Standards.

In addition to disseminating this learning through grade level groups, our TIIP team was asked to present to the entire school staff regarding our Project GLAD knowledge and experience. We did this during a faculty meeting where we had our school faculty rotate across various stations showcasing a specific Project GLAD strategy.  During these rotations, we modeled a strategy to a group of teachers or faculty, explained its purpose and the context for use, and answered questions. We also provided packets of the information presented for future reference.

Another avenue of dissemination was one of our TIIP team members, who being in a coordinatorship position, supported teachers by offering demonstration lessons in the classroom and providing peer coaching throughout the year.

Even though all of us were able to disseminate information within our grade-levels regarding Project-Based Learning, this instructional approach was the focus for the fourth and fifth grade levels. Through our positive experience of the professional development offered through the Critical Thinking Institute and the insistence of our Tiip team member in the fourth grade, our principal gave the opportunity for the rest of the fourth and fifth grade teachers to attend the same professional development.  

Next Steps...

All of us on the TIIP Grant team are committed to advancing the implementation of Project-Based Learning and Project GLAD into our classrooms in the future. As we are all in positions of leadership at our school, we will continue to be a voice in our grade levels and with the administration on the inclusion of these strategies and approaches so that we prevent the development of Long Term English Learners.

The fourth and fifth grade teachers are now looking forward to fusing their knowledge and expertise to collaboratively implement Project-Based Learning into their classrooms in the following years, since that will continue to be their main educational focus. One of our TIIP team members who attended the professional development previously will be supporting that effort. In addition, there are plans for our third grade teachers to attend the Critical Thinking Institute in the upcoming year.  Since another one of our TIIP grant team members who teaches third grade has already been trained, he will be a support to that grade level as they are being introduced to Project-Based Learning.

Project GLAD will remain being the main instructional focus for the second and third grade levels. Our Dual-Language Program is also moving up to the second-grade in the upcoming year. Therefore, there will continue to be a consistent focus on Project GLAD strategies, as they are such an effective set of strategies for English Learners.

Additionally, our school will implement Project GLAD strategies in a new way throughout the grade levels. Our TIIP team and school administration is proposing that two Project GLAD strategies be introduced school-wide per semester. This will assist our school faculty in solidifying their understanding and purposes of each strategy, and give them ample time and opportunities to practice using them in the classrooms. Our coordinator, who is a TIIP team member, will continue to support this endeavor by offering demonstration lessons and peer coaching.