Expert to Lead IPI Workshops at AEA 267, Jan. 30 & 31

AEA 267 will be hosting Jerry Valentine, Professor Emeritus at the University of Missouri and a leading expert on the Instructional Practices Inventory (IPI) process for two workshops. Register through the AEA 267 learning portal.

Course #4311, Section #7538, West Marshall Winter 13. [No Credit]
January 30, 2013
8:00 a.m.-4:00 p.m.
The Instructional Practices Inventory (IPI) process delves into the area of student engagement. IPI is built on the three broad categories of engagement: Student-Engaged Instruction, Teacher-Directed Instruction and Disengagement. Participants will learn how to observe and score six different categories of student engagement to create a profile of student learning experiences throughout a typical day of instruction in a building. The profile is used by faculty to analyze school-wide data and engage in reflective conversations about how to improve student engaged learning. An example of how staff use the data: The staff of the Peoria Public Schools has had tremendous buy-in and is using the data as a foundation for rich dialogue around student engagement and higher order thinking. Student engagement and higher order thinking connect with the Iowa Core Curriculum Characteristics of Effective Instruction.

Course #4824, Section #7539, West Marshall Winter 13.  [No Credit]
January 31, 2013
8:30 a.m.-4:30 p.m.
The basic IPI Process provides the opportunity for teacher leaders to collect student engagement data around six categories and for teachers to study the data profiles and consider instructional designs to better impact student success. The processes associated with the use of the IPI are firmly set in the following premises: The importance of collaborative learning and the value of adults creating a school culture that supports collaborative learning; the importance of using data as the basis to understand, reflect upon, and improve existing instructional practices; and, the significance of engaging students during learning time and the importance of engaging them in analytical, critical, and deeper learning experiences. As a school continues to gradually infuse technology into classroom learning experiences, what the faculty learns about current practices and what will be learned as technology is more readily present in the learning setting provide a foundation for decisions about professional development and resource allocation. The observer must make an IPI engagement code for all students and for “only the tech students”, and also designate the predominant technology category. The IPI-Technology categories describe how technology is being used for learning.