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Posts tagged ‘professional development’

Tips for Developing Effective and Engaging Professional Development Through a Virtual Learning Environment

In March 2020 the world as we know it turned upside down in a heartbeat. Educators of all levels and at brick-and-mortar schools were forced to go into emergency remote learning mode in a manner of days to support their students.

For those of us who are educational consultants, we too, had to do a sudden shift to providing our training and technical assistance to schools across the Commonwealth through virtual means.

Over the past six months we have become more adept at providing what we are informed is needed by the stakeholders: educators, families, community agencies and so forth.   It was a necessity to become more creative, to expand our tools and techniques in delivering meaningful and engaging content.

In the journey of continual learning in how to improve professional learning experiences, I offer to you some tips to consider, whether providing training through synchronous or asynchronous virtual learning environments or through a face-to-face learning environment.

Here are some tips based on the work of Sharon Bowman, author of Training from the Back of the Room.  Visit her blog for more tips to enhance your professional learning sessions.   Keep in mind the tips are equally helpful with teaching youth in our classrooms!

  1. A few days prior to the professional development (PD) inform participants of the topic and objectives by sending out a warm-up activity such as:
  • Prepare the first 2 columns of a K-W-L-S chart (What I Know, What I Wish to Know, What I Learned, What I still Wish to Know). Have it ready to participate in the PD. This may be accomplished by providing a link or a QR code to a Google Form, Padlet, FlipGrid, Jamboard, Wakelet, Microsoft Forms or other interactive applications.
  • Speak to someone who is knowledgeable on the topic for 3-5 minutes and be prepared to share out.
  • Draw, doodle or create a Word Cloud of key concepts associated with the topic.
  • Be sure to give the anticipated learners choices.
  1. In addition to the warm up activity, email a graphic organizer or possibly a link to one stored in a shared file for the learners to have during the PD
  • Consider using a Venn diagram, flow chart that has parts left blank, a basic outline with key subtopics listed.
  • Consider allowing for a free write or to ‘doodle’ thoughts.
  • Consider a page of speech/thought bubbles with a prompt posted at the top
  1. Start the PD by having the learners share out what they found out in their warm up activity.
  • Consider using break out room/small groups to share for 3-5 minutes.
  • Use the white board feature in your platform or provide a link in the chat box to other applications such as Padlet, Wakelet, Jamboard and Google Forms/Slides.
  • Consider creating a QR code to present via your shared screen. See end of blog for two options of many free sites available to create QR codes. Very simple to use.
  • Use the participant features of the platform to direct learners to use their ‘raise hand’, ‘yes/no’ or polling options when you ask for a response to an anticipatory question or statement.
  • Remember that just because the learners and presenters are usually sitting in a virtual environment, there is the option to ask them to stand up or use their upper body to respond to a prompt given. This may include using arm/body motions similar to a charades or using a marker to create a response through a handwritten drawing or dry erase board.
  1. Follow the 10 to 15-minute rule: Break up your slides, information sharing or printed materials into segments of 10-15 minutes
  • Consider inserting a short 1 to 2-minute activity in between the longer segment to review the materials/concepts just presented.
  • Using their graphic organizer, write one sentence to summarize the learning.
  • Think-Pair-Share using the breakout rooms.
  • Ask learners to summarize in the chat box.
  • Continuing using the applications that are being in use in other parts of the training.
  • Note that any more than 20 minutes is most likely going to lead to learners tuning out and disengaging.
  1. Build in Movement Breaks
  • Invite the learners to take 1 minute to stretch, stand, walk, and/or deep breathe.
  • Stretches may be as simple as a micro stretch such as stretching out arms, fingers, legs and/or toes while sitting
  • Consider using a slide to offer the short break that shows a visually engaging picture- something not directly related to the topic of the PD.
  • Consider using a snippet of energizing music, GIF or sort video.
  • Provide choice.
  1. Be sure to become familiar with the interactive features well in advance of the PD
  • Explore what features your platform has built into it. Companies are providing upgrades constantly.
  • Check with your IT team for any advice as deemed necessary
  • Test the other applications you planning to use. Possibly invite a colleague to try out what you prepare.
  1. Extend learning and commitment to implementation of the PD skills and concept with taking 3-5 minutes to have learners create a basic Action Plan.
  • Cycle back to using the applications previously used in the PD.
  • Suggest the learners use their graphic organizer to summarize what they learned and to indicate 2-3 Action Steps.
  • Use breakout rooms for sharing.
  • Use the chat box to summarize and state Action Steps
  • Use multimedia approach by the learners to demonstrate their new knowledge and what Action Steps will be taken such as responding in their seats or by standing up within camera view.

Professional development is meant to improve our skills as educators so that we may assist our students of any age to become life-long learners. Keep in mind the tools you choose to provide the PD are ways to model to your learners how to make virtual learning effectively and a positive experience.  Being consistent with your tools and structure if providing a series of PD sessions or when teaching students, will be helpful in keeping your learners feeling a sense of comfort, predictability and proficiency with the format of the instruction so that they may increase their focus on  learning about your topic without worrying about the tools being used.

By following the tips and allowing yourself to explore and try out a variety of methods to facilitate learning in a virtual environment in an engaging manner, the intended objectives will be met.  Taking time to think about the objectives, the variability of the learners and the means by which you will facilitate the PD session will pay off in the long run.

References from Sharon Bowman

Sharon Bowman:

Website: Training from the Back of the Room

Book:  Training from the Back of the Room: 65 Ways to Step Aside and Let Them Learn (2008)

Two Free Options of Many Available for Creating QR Codes :

QR Stuff

Add-in Extension from Chrome

A Positive Mindset in the NEW NORMAL

by Eileen T. Hutchinson

At PAWLP’s winter conference, renown author and guest speaker, Angela Stockman shared her maker movement, design thinking philosophy to motivate reluctant writers towards new creative ideations. Her expertise, insights, and passion with varied 2.0 digital platforms was very contagious in keeping the energy alive in writer’s workshop. So intrigued with her diverse, successful classroom experiences, I purchased her latest book, Hacking the Writing Workshop, to add new sprinkles of ingenuity in my own writing lessons. Angela really challenged my thinking and mindset to get more tech savvy to reach my learners, but then I returned on Monday back to my remedial instruction with 6, (K-5) Title 1 groups and testing. I placed her book on the shelf for a summer read due to the daily demands of my job.

How ironic–6 weeks later, our normal teaching routines came to a halt with the sudden closing of schools due to Covid-19. In a flash, I was hit like a tsunami; I needed to readjust my paradigms pronto to reach my students with the new demands of distance learning.

The NEW NORMAL came into implementation with lots of uncertainty and anxiety. So, this distance learning curve with daily Zoom meetings or Google classroom was a 180 degree learning curve for me. While my district used Seesaw and Schoology, I only dabbled in their functions due to the demands of testing/reports, progress monitoring, and child study meetings. Exploring these platforms further always remained a job on my to-do lists.

Distance learning changed that. With a renewed commitment, focus, lots of PD training as well as 1-1 meets with colleagues, I jumped on the bandwagon, learning how to navigate Zoom sessions with wait rooms, virtual backgrounds, shared screens, and a white board with annotations. Within weeks, I was quite proud to have my 6 groups up and running with 2 live weekly Zoom sessions and follow-up activities in Seesaw, Schoology, and group emails. I even held some 1-1 sessions with readers and their parents to work on specific literacy goals. 

Now, almost through the summer, I am proud to be an employee for West Chester Area School District that has been offering continued PD opportunities throughout the last five weeks with varied topics based on teachers’ needs and interests. We have an amazing technology team who has worked relentlessly with teachers on all kinds of digital 2.0 topics for instruction. Thank goodness the sessions are recorded and archived in a digital library for review and reference. Even as a seasoned educator, I have to admit that I enjoyed learning about distance learning. The PD sessions re-energized my spirit for teaching. I highly recommend using your district PD to broaden your understanding of the platforms and resources within your school as well as taking advantage of the many webinars being offered to assist educators during this transition period.

Along with embracing life-long learning and seeking opportunities for professional growth, I had the wonderful opportunity to teach a cyber writing camp to rising star fifth graders which has opened new doors for me.


As we gear up for a new kind of school year, whether virtual or a hybrid model, personalized instruction with live Zoom lessons, Google classroom, teacher LOOM videos, student-friendly rubrics and audio/video comments will be welcomed on your district platforms for increased engagement and student achievement. With that said–BEWARE!! There is a wealth of platforms, resources, and learning tasks out in our ever-changing cyber world–INFORMATION OVERLOAD! My advice–Be SELECTIVE and REFLECTIVE as the old saying goes–Less is More! With confidence, find the platform/s, resources, and activities that work BEST for you to master in greater depth and understanding. Put your best foot forward each day, knowing you have your students’ best interests at heart.


Eileen T. Hutchinson is a veteran reading specialist at Exton Elementary in the West Chester Area School District. She is a proud PA Literature and Writing fellow for the project since 1999. She has been a site coordinator and writing teacher for the youth summer programs in varied districts. She has coordinated e-poetry contests previously through the project and presently in her district with writing scholarships from educational grants. With a passion for fine arts, music, and writing, she enjoys sharing her synergized visions and creative spirit in school-wide literacy events.

Call for Distance Learning Blog Posts

The PAWLP Blog would like to hear from you! How has distance learning and/or summer professional development helped you to prepare for the 2020-2021 school year? How are you re-envisioning your brick and mortar best practices to meet the needs of online and hybrid teaching?

Blog posts will be featured in our Distance Learning column each Monday. Please email if you are interested or would like to find out more information.


Grateful to Be Traitful: Reflections on a PAWLP Day

By Janice Ewing

On the first day of summer

with much on our plates

a group got together

to discuss the Six Traits

For PAWLPers a day

of immersion in writing

is our kind of fun

our kind of exciting

Read more

“Writing Naked”

By Judy Jester

      The first time I wrote a piece for Voices in the Middle, I intended merely to document the nuts and bolts of the annual poetry slam I run at my school. It was fun. Here’s how you do it. But that’s more of the Instructor magazine type article. NCTE expects you to explain why such an endeavor is worthwhile. In attempting to clarify this for others, I discovered it myself. The poetry competition isn’t only fun; it fosters better writing as well. In what eventually resulted in Audience and Revision: Middle Schoolers Slam Poetry (Feb. 1997), I documented the results of interviews with students who said that they revised their poems far more because they knew they would be performing them in front of their peers. Read more

Moving Past the Required Reflection

By Monica DeMuro

        Reflection is something we’re all taught as educators going through college. For some of us, by the time we graduate, reflection becomes rote, something we have to check off at the end of the semester. It became that way for me.  At times, I felt as though I was reflecting upon reflecting upon reflecting. I couldn’t take it anymore! Like many methods learned in our education classes, the value of reflection only became realized in practice in the real life classroom. Read more

Summer Courses