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- Title
Instruction during COVID-19: The Impact of PLCs on Candidates’ Practice.
- Authors
Islam, Chhanda
- Abstract
This study examined the impact of a professional learning community (PLC) and research-based teaching practices on candidates’ knowledge and practice. Because of the transition to a virtual learning classroom during the COVID-19 pandemic (Murphy et al., 2020), a midwestern university offered a literacy methods class using a synchronous learning mode wherein candidates were able to interact with their classmates and their instructor. The asynchronous CANVAS, a learning management system was used to post lectures, course information, assignments, and grades. To excel in the virtual setting required that candidates be actively involved in the class (Bao, 2020). The Jamboard interactive whiteboard (https://apps.apple.com/us/app/jamboard/id1143591418) was used to brainstorm and develop new ideas and build communication, collaboration, critical thinking, and creativity. The purpose of this methods class is to prepare candidates who are working as literacy coaches and reading specialists to assess and diagnose literacy difficulties of students in Grades P–12. Other purposes are to select, develop, administer, and interpret assessments—including performance assessments, both traditional and online—to specifically communicate assessment results and implications to a variety of audiences. The candidates are required to interpret the PLC as a collaborative culture conducive to learning and student achievement.
- Subjects
COVID-19 pandemic; LEARNING Management System; PROFESSIONAL learning communities; LITERACY; LITERACY education; CREATIVE ability
- Publication
Kentucky Journal of Excellence in College Teaching & Learning, 2023, Vol 19, p10
- ISSN
1943-7943
- Publication type
Article