Teacher Study Groups

By: Sierra KozlovskyEDLE 5005

What Is A Teacher Study Group?

Lefever-Davis, Wilson, Moore, Kent, and Hopkins (2003, citing Cramer, Hurst, & Wilson, 1996) share that:

“A teacher study group is a collaborative group organized and sustained by teachers to help them strengthen their professional development in areas of common interest. In these groups, teachers remain in charge of their own independent learning but seek to reach personal goals though interaction with others.” (p.782)

What Is A Teacher Study Group?

A form of collaborative learning. Grounded in promoting professional conversations, collegiality,

learning about issues that affect teaching and learning. Provide a conduit for teachers to become lifelong learners and

to become action researchers. Serve to promote peer interaction by providing frequent

opportunities for the sharing of ideas. Comprised of individuals that join together to increase their

capacity to meet the needs of students.

Range of Study Group Configurations

Cayuso et al. (2004) Topic Study Group Practice Study Groups Online Study Groups

Range of Study Group Configurations

Birchak et al. (1998) Issues Discussion Groups Job-Alike Study Groups Professional Book Discussion Groups Readers and Writers Groups School-Based Groups Teacher Research Groups Topic-Centered Groups

Strategies For Getting Started

TrainingVisitationOutreachProfessional Development LibraryLaunch

Organizing Study Group Meetings

Birchak et al. (1998) Brainstorming.Narrowing the Topic.Extended Meetings.Reflection on Process and Content.

Organizing Study Group Meetings

Saavedra (1996) Identity and voice from the experience of being in the study group Ownership and agency where learning is intrinsically motivated as opposed to extrinsic forcers

external to the group structure Dissonance and conflict in which study group members often struggle with the materials under

study and it is through the struggle that meaning is more likely to occur Mediational events and demonstrations where discussions and activities offer different opinions

or thought processes and that lead to an agreement that results in a higher understanding of the problem

Reflection, action, and collaboration so that group members can act on reflections while generating new knowledge, beliefs, and behaviors

Self-assessment and evaluation of the work and efforts of the group done both at the group and individual member levels

Reflective practice and recreating teaching to improve the learning environment for students whom group members teach

Organizing Study Group Strategies

Discussion Guidelines: Allow everyone the chance to contribute to the

discussion Keeping the group on topic of the book Monopolizing conversation Listen carefully to what is said by participants Control interruptions

References

Zepeda, Sally J. (2012). Professional Development: What Works, Second Edition, Larchmont, NY.