How can PLCs collaborate on implementation of content area literacy strategies to promote student motivation?
Abstract
A teacher is more than just a giver of information. The modern educator is responsible not only for disseminating information but also curating digital tools, and being a life-long learner thus empowering students to do the same. Through my work in this program, I have recognized that teachers must band together to keep students motivated. Through focused and well structured PLC’s, teachers will have the tools and organization needed to ensure that all students are not only engaged but successful.
The PLC, as a tool, can and should be a much more effective tool than many schools choose to use it. As a small group of educators, a PLC should act as the hub through which classroom teaching and curriculum planning is funneled. The PLC is first and foremost a chance for teachers and staff to decipher crucial data, incubate new practices, and strengthen current skills. When utilizing a PLC efficiently, two key elements are bound to be produced--content area literacy strategies and educational keys to student motivation.
Through the work in the NLGL program, I have used tools such as PBIG, a modified writing process, literacy strategies, and PLCs to help create student motivation. Student motivation increased when appropriate literacy strategies were put in place. Teacher collaboration and continued dialogue are crucial elements for motivation to be lasting. These two things best work in conjunction with each other when they are carefully designed through PLCs.
The PLC, as a tool, can and should be a much more effective tool than many schools choose to use it. As a small group of educators, a PLC should act as the hub through which classroom teaching and curriculum planning is funneled. The PLC is first and foremost a chance for teachers and staff to decipher crucial data, incubate new practices, and strengthen current skills. When utilizing a PLC efficiently, two key elements are bound to be produced--content area literacy strategies and educational keys to student motivation.
Through the work in the NLGL program, I have used tools such as PBIG, a modified writing process, literacy strategies, and PLCs to help create student motivation. Student motivation increased when appropriate literacy strategies were put in place. Teacher collaboration and continued dialogue are crucial elements for motivation to be lasting. These two things best work in conjunction with each other when they are carefully designed through PLCs.
Rationale
Students need to be properly motivated in order to be truly successful in the classroom. It is up to the teachers to provide an atmosphere that motivation. There are multiple avenues through which the motivation can be delivered. The PLC is an excellent tool that teachers can utilize to collaborate around and to pinpoint the motivation for students thus applying appropriate strategies pair in the classroom.
Findings
Through the work that I have completed over the last two years, I have identified that if teachers collaborate in a PLC on a specific topic regarding student literacy, successful motivation will be more likely. Close teacher collaboration will enable success in basal skills similar to what was witnessed in Wolf Pack Readers. However, the teacher gatherings should not be held as individual meetings but rather should build on each other. The product of a strong PLC is the durability of the teachers to maintain focus on goals as well as longevity. The focus of these meetings will be successful when organized around a particular classroom process or program such as a PBI-G, PALS, or target small group instruction. The work of a PLC is perfectly suited to create and implement strong content area literacy strategies based on assessment data. It is also a great place to discuss and identify student motivation.