Study groups are a form of professional development designed to build communities of learners in which professionals continuously strive to increase student learning.
This is accomplished by members collaboratively working on a focused question to:
- deepen their own knowledge and understanding of methods
- reflect on their practices
- enhance their instructional strategies
A Study Group has:
- three or more members
- a measurable outcome by the end of the school year
- an established a contact person
- shared responsibility among all members
- regular meetings
- regular communication between members
- a specific focus and action plan
As you think about your study group topic, answer these questions to help focus your work:
- What do we want each student to learn?
- How will we know when each student has learned it?
- How will we respond when a student experiences difficulty in learning it?
- What are our students learning and achieving as a result of what we are learning and doing in our study groups?
The intended study may be accomplished through (but not limited to):
- Analyzing current educational research
- Attending training
- Analyzing curriculum maps
- Reading books
- Reading articles and journals
- Viewing video tapes or DVDs
- Demonstrating strategies to each other
- Visiting classrooms or schools
- Designing materials
- Viewing computer software
From these conversations and explorations, teachers should apply what they are learning to interactions with students within the classroom or other settings. Additionally, teachers should collect student work to see if what they are doing is making a difference, discuss the results with their colleagues, and adjust their curriculum, instruction, and assessment practices as necessary.
References:
Cramer, G., Hurst, B. & Wilson, C. (1996). Teacher study groups for professional development. Bloomington, IN: Phi Delta Kappa Educational Foundation.
Murphy, C. & Lick, D. (2004). Whole faculty study groups: Creating professional learning communities that target student learning. 3rd Ed. Corwin Press.
Paynter, D.E., Quackenboss, S., & Doty, J.K. (2003). Setting up the study groups. Aurora, CO. McREL.
Tichenor, M. & Heins, E. (2000). Study groups: An inquiry-based approach to improving schools. Clearing House, 73 (6), 316-319.
