The Pedagogical Flow Map
The Pedagogical Flow Map (PFM) is the structure that creates a framework for translating the Pedagogy of Confidence into lesson or unit designs. The PFM addresses the:
- what — the standards of the disciplines and content acquisition
- how — engagement and enhancement of reading expertise
The PFM ensures alignment with the High Operational Practices of the Pedagogy of Confidence. This means that instruction will be designed around the development of cognition that leads to high operational performance.
Professional Development Session
The online PD was divided into two segments:
- The Pedagogical Flow Map presentation with Stefanie
- Interactive Succinct Six Minute PD video demonstration and coaches creating Flow Maps for in district creation of mini PD videos with Robert
- Skill Development and Processing
- On Mediation
- Retaining for Understanding and Reflection
The second part on Succinct Six Minute PD Videos is divided into two videos:
- The mini PD video created for the session and used by the participants
- Coaches in pairs creating Flow Maps (storyboarding) for their video clips with a vision of using them for in district support for the coaches implementing NUA practices.
Part 1: The Pedagogical Flow Map
It’s great to see the “flow” of a unit/concept etc. This will be super helpful for all our teachers as they go deeper teaching a unit/concept! Mediation will be key to a successful assessment.
Aha is how this all fits together within the context of a unit. Many connections to our work with SEAL then extending that learning on how these same strategies are used for teaching, for learning and for assessment purposes.
Awesome to see how the stages/boxes in the PFM fit together. Our teachers would love to have this presentation. Mediation and reflection are crucial components.
Thank you for running us through an example. Feedback is one of the most critical pieces to help students move to mastery. I’m wondering if that can be made more specific in the flow map – i.e. part of mediate for Mastery.
Mediation is critical! We can’t expect students to do well in the assessment if we leave it. out. We use the same strategies during all the stages including the assessment so that students can be successful.
The use of the Bridge Map as an assessment/monitoring tool is intriguing. Thank you. It’s a good entry point for teachers wanting to elicit student feedback outside of a survey tool.
I appreciate the opportunity to see everyone’s thinking process on the same topic. It can be very beneficial for teachers, too.
I love how everyone’s interpretations were different and how these changed the lesson goals while all being rigorous. Also thinking about balancing individual and collaborative processing and communication styles (writing on paper, Zoom, oral processing, processing through creating graphic organizers or drawings).
Part 2: Succinct Six Minute PD Videos
Participant Reflections Shared During the Zoom Professional Development
I think if we were to assign a strategy to pairs to create videos, we could create that bank. I think many of us included many strategies for this exercise which is great, but we don’t have a simple bank/library yet. i.e. a PD video on read, draw, talk, write.
I am thankful for the opportunity to hear all the various ways of interacting and am excited about having videos to refer to.
Once we have a few videos, we will want to think carefully about an organization structure so that the bank is useful without being overwhelming.
I think videos for teachers will be powerful in creating a library for them to pick from. I also think that by creating these videos we can create tutorials that can be shared by a teacher to their students teaching the application for students to use in creating videos documenting their understanding and learning (as an assessment).
I think the process of seeing these mini-lessons one the same topic is helpful. It shows there are many ways to take a topic and extend or adapt to various grade levels. I noticed the sophistication of the lesson depending on our grade level. Also, the idea of creating the videos for the lessons and maybe taking the video from the planning phase as teachers, to the implementation phase and the reflection phase as we are doing now would be powerful.
I absolutely need a bank to refer to but I like having an ideal situation for an entire unit because I like the “big picture”—not thrilled about small chunks at a time.
I think we should have both!Some examples of the whole process, but also some shorter videos that demonstrate each strategy in action.
Absolutely, we’re all different learners.
Cathy has previously brought up the idea of 5 minute video based PD – Pushing these out in phases would support aspects of lesson development and connect teachers.
Different flow maps about the same concept show the different ways to teach a concept. This collaboration will benefit teacher and students.
I’m excited by the possibilities of “virtual lesson flows.” I don’t want to focus too much on the technical piece, but I’m thinking of how to add in the tech skills we’d need students to learn and practice. Kind of like priming by practicing a strategy with a familiar context. We may need to add in teachers, and then students, practicing the tech tools with a familiar context. And maybe being conservative with which tech tools we choose so we end up accomplishing our goal of student collaboration with HOPS.
Two mini demonstrations of lessons using The Pedagogical Flow Map (PFM) Priming-Processing-Retaining for Understanding framework. Sojourner Truth is used for the content.