#  Website Content as Pre-Work 

 



##  Website Content as Pre-Work 

 

 

       ![bg](/sites/g/files/omnuum10466/files/styles/hwp_21_9__1920x825/public/instructionalmoves/files/website.jpg?itok=juCp5H8K) 

 

 



 

 



 

Instructional Moves resources can be a powerful way to flip content, having individuals engage with select IM resources in advance and then coming together to explore them collectively. You can assign a single move for a particular purpose, such as “[Inviting students to take a stand and disagree”](/inviting-students-take-stand-and-disagree) when teaching about how to facilitate debates, or you can use entire IM pathways to serve as a multimedia textbook of sorts. On the rest of this page, we have documented two professional learning communities (PLCs) we created that leveraged [“Educating for Equity and Inclusion”](/educating-for-equity-and-inclusion) pathways as pre-work. We hope they can be of use directly and/or provide some guidance in creating something similar yourself.

## Using IM Materials to Support Two Professional Learning Communities (PLCs)

- We created two PLCs that used “Educating for Equity and Inclusion” pathways as the “text,” with an effort to make these cohorts and the related events as flexible and personalizable as possible.
- One cohort was for Harvard faculty and instructional staff (i.e., a major part of your work is focused on supporting Harvard instruction), while the other cohort was for Harvard doctoral students interested in higher education pedagogy (i.e., “future faculty”). With a few supplementary assignments, the Ph.D. students could count the student PLC as part of a university-wide teaching certificate process.
- Each cohort met for eight sessions. Five of the sessions (75 minutes each) took place online and were just for members of their cohort. The other three sessions (90 minutes each) were [in-person “IM Live” teaching demonstrations and debriefs](https://instructionalmoves.gse.harvard.edu/demonstrating-moves-live) that included both cohorts and any other interested Harvard community members.
- We asked participants to commit to the cohort only if they thought they could participate in at least four of the five cohort-only sections to help build community and continuity. IM Live sessions were optional, but encouraged, for cohort participants.
- Here is a schematic of the structure of these cohorts:

 ![Add descriptive atl text](/sites/g/files/omnuum10466/files/instructionalmoves/files/image1.png)

 

- This structure allowed people to attend as few as a single session (of one of the IM Live events) or as many as all eight sessions. It also allowed us to tailor the two cohorts to the different audiences. In particular, we assigned future faculty more pre-work – because they tended to be more willing, particularly with the option of getting teaching certificate credit – and we then designed their sessions to leverage that increased pre-work.
- Twenty participants enrolled in the “Faculty and Teaching Staff” cohort and six participants enrolled in the “Future Faculty” cohort.

The PLCs were co-taught by [Josh Bookin](https://tll.gse.harvard.edu/team), the Director of Instructional Support and Development at HGSE’s Teaching and Learning Lab and IM’s Project lead, and Ashlie Sandoval, the Assistant Director of Equity and Inclusion at Harvard’s Derek Bok Center for Teaching and Learning. Co-teaching was a critical part of the success of the modules, particularly given that the co-instructors had different relevant areas of expertise and different identities salient to the material at hand.

## **Course Materials and Course Feedback:**

Sort Faculty & Teaching Staff (F&TS)Future Faculty (FF)Notes**Pre-Survey**

[F&TS Pre-Survey](https://docs.google.com/forms/d/e/1FAIpQLSdzmmqt8IeKfZ4gyYdyJAATTWzRk0rvA-c7DsQ5WRKg28BbnA/viewform)

[FF Pre-Survey](https://docs.google.com/forms/d/e/1FAIpQLSfex4emw-Jp-PFEo8V6cD1IW1io1LVGez_oFA1-cA0BAVK7Kw/viewform)

Q8 in both surveys was a new formulation of how to potentially get at grouping preferences in an open-end way; we found it very helpful

**Intro Session**

[F&TS Intro session plan](https://drive.google.com/file/d/1-8_YEsx3J2tLYZGn7U9wmRKXQ0BG0EXi/view?usp=drive_link)

[F&TS Intro session slides](https://drive.google.com/file/d/1-F6o1L2d31ysmy2tjBVQpqD-nQy5ApNb/view?usp=drive_link)



[FF Intro session plan](https://drive.google.com/file/d/1-J_28Xv8FcG18N2rz3KnpAbxKC0qxPnn/view?usp=drive_link)

[FF Intro session slides](https://drive.google.com/file/d/1-J49lw-467TaGmUHNiEU7T_nqf-Zn70k/view?usp=drive_link)



This intro session was better received by the doctoral students.

For the faculty and staff group, we would get into the meat of the content a bit quicker if we did it over again.



**Pathway 1 Discussion**

[F&TS Pathway 1 Session plan](https://drive.google.com/file/d/1UIRWVfJsw3yDoTa25-WNoncYHO4j4-ZO/view?usp=drive_link)

[F&TS Pathway 1 Slides](https://drive.google.com/file/d/19a_Av6hsXZC5XEWRwFmyegETBQHNZqHM/view?usp=drive_link)



[FF Pathway 1 Session plan](https://drive.google.com/file/d/1-4evDyQ06h47pjdXscq669KKqvruStTg/view?usp=drive_link)

[FF Pathway 1 Slides](https://drive.google.com/file/d/1zqu2JQAWTaXPYyy18movA5nR9ihj0aHN/view?usp=drive_link)



For each of the “Faculty and Teaching Staff” pathway sessions, we picked two topics of interest and roughly split the session between the two.

For the “Future Faculty” sessions, we used the first half of the session to discuss the pre-assigned pathway and the second half to address one of the topics from the other cohort.

In general, these formats worked very well.



**Pathway 2 Discussion**

[F&TS Pathway 2 Session plan](https://drive.google.com/file/d/1WcBzvUtbWYm9f77eDVgIeXxx45jlhnMa/view?usp=drive_link)

[F&TS Pathway 2 Slides](https://drive.google.com/file/d/1fDEq1J1VTXxF16FrkscB1zP9kHmgbVsY/view?usp=drive_link)



[FF Pathway 2 Session plan](https://drive.google.com/file/d/15PzSq1XvQGoDcKIx4nfQgtg-2V9hOc78/view?usp=drive_link)

[FF Pathway 2 Slides](https://drive.google.com/file/d/1-MoY_LermWb9lFMsj57n9vLHY2SUdpAF/view?usp=drive_link)



**Pathway 3 Discussion**

[F&TS Pathway 3 Session plan](https://drive.google.com/file/d/1FoBwTweIBu3l6GWP6X4AQFf68RJ_cAYp/view?usp=drive_link)

[F&TS Pathway 3 Slides](https://drive.google.com/file/d/1V9JRYKf35zrhh1TDFLbJFUYvmFzVTVRq/view?usp=drive_link)



[FF Pathway 3 Session plan](https://drive.google.com/file/d/1ih5Z8Osg2iVT4QQDDrjszzRguvV3S5S7/view?usp=drive_link)

[FF Pathway 3 Slides](https://drive.google.com/file/d/10DE7yal03YGn7W_l-SG3yJRL_-yQCtf0/view?usp=drive_link)



**Concluding Session**

[F&TS Concluding session plan](https://drive.google.com/file/d/1tR-ieV0XHEyvACccsKcAvxPUKTEQQMzt/view?usp=drive_link)

[F&TS Concluding slides](https://drive.google.com/file/d/1PlCnq_92X_gnaP9QpVFKqoddKihYb_pC/view?usp=drive_link)



[FF Concluding session plan](https://drive.google.com/file/d/1LPochoCPAePV2GwME8PYLYNTHmflK5FH/view?usp=drive_link)

[FF Concluding slides](https://drive.google.com/file/d/1IrYJdUHShgT7M2hQBgjQvWy0YGLXouID/view?usp=drive_link)



The format of this session only worked when the majority of participants thoughtfully filled out the pre-survey; that happened in the Future Faculty cohort but not the other.

**IM Live Sessions**

[On “Demonstrating Moves Live” webpage](https://instructionalmoves.gse.harvard.edu/demonstrating-moves-live)

About one-fourth of cohort participants attended each of these optional sessions.

**Quantitative Session Feedback**

[Quantitative session feedback](https://docs.google.com/spreadsheets/d/1wt427WDCmoNuLzfqTjsUsQt4k0C77qOOY69T27203Vc/edit?usp=sharing)

Qualitative feedback for the sessions is available in the respective session plans; we didn’t solicit feedback for the last session, focusing instead on closing the cohort