PLC "Singletons"

I am hoping for some thoughts/feedback on the role of "singletons" in PLCs. (i.e., Sped. Teachers/Specialists/Speech/ELL). I do know that many of these teachers have PLCs that meet to discuss common instructional strategies/identify pacing and essential skills across district. I am not sure, however, if these PLCs are the weekly, data discussion/common assessment, type of PLCs. I feel, sometimes, that when a "singleton" joins a grade level PLC, it can be a dance to figure out their role and how best they can collaborate/contribute to the process.

Any experiences you could share about grade level teams that incorporate these teachers into the PLC process/learning cycles? Thanks!  

Taking Chances

I'm piggy-backing on Mara's post. I like what she posted about error-proofing the student work. If we really reflect on our own learning practice, we learned through figuring things out for ourselves--albeit with teacher help. I have this error-proofing danger when I try to teach ELs and low-level students about how to write proper sentences. I model perfect sentences on the board, and then have them try and write with a partner, using the GRR (gradual release of responsibility) then independently with support, and then independently. That's all well and good, but I feel that I kind of "mother hen" them to write a little above their level--rather than letting them try at their level, and then assess and figure out the independent piece. This last time I did a writing assignment, I tried a smaller amount at a time, and then tried to conference with them. That was more effective than the "error proof" approach of writing their corrections and then have them copy. That works for modeling, but they need to take the next step and be uncomfortable in their process a bit. They do need to struggle, and I have to give time to the class to allow for that struggle and learn process.

Productive Struggle

At our morning meeting, our principal shared with us an article about "productive struggle." It emphasized the importance of making mistakes in the learning process. In it, David Ginsberg says, "students' grasp of new concepts and skills is often better when they struggle through the process of learning those concepts and skills than when teachers error-proof that process."

I find myself error-proofing often for students and I know that I need to work on allowing students to trouble-shoot on their own. However, it can be hard to put this idea into practice. My colleagues and I wondered this morning about helping unmotivated students, the issue of time, and the possibility that a "wrong" idea sticks in a student's head instead of the correct one. How do we deal with these issues?

The article can be found here: http://blogs.edweek.org/teachers/coach_gs_teaching_tips/2012/01/dont_prevent_students_mistakes_prepare_for_them.html

What do you think? Do you have "no help days" or productive struggle activities? If so, how have you made them work?