8 Reflective Questions To Help Any Student Think About Their Learning - 8 Reflective Questions To Help Any Student Think About Their Learning by TeachThought Staff For in-person professional development from TeachThought on reflection in learning or any other topic your school or district might need, contact us today.
What’s the big deal about thinking about something that already happened? In our ’10 Characteristics Of A Highly-Effective Learning Environment‘, we suggested that learning habits–reflection, for example–were constantly present and modeled. 9. DocumentDetail. CAR Facilitator Brochure. Professional Development: What should it look like? – Thinking Mathematically. A few weeks ago Michael Fenton asked on his blog this question: Suppose a teacher gets to divide 100% between two categories: teaching ability and content knowledge.
What’s the ideal breakdown? The question sparked many different answers that showed a very wide range of thinking, from 85%/15% favouring content, to 100% favouring pedagogy. In general though, it seems that more leaned toward the pedagogy side than the content side. Ww2.kqed. 21st-Century PD: Retention, Reflection, and Redistribution of Knowledge. The explosion of information available to educators for supporting classroom instruction is at an all-time high.
Books, journals, blogs, forums, websites, social media, and peer-to-peer sharing create a wealth of resources for those entering the teaching profession. In the past 20 years, the landscape has shifted so severely around access to the best ideas and information that it has been impossible for educators to keep up. Because of this, many educators have declared information bankruptcy and retreated to a few safe places to access information. This was inevitable -- no one can learn, absorb, and implement this flood of ideas as the profession's complexity continues to grow.
As teachers claim that they can't put more on their plate or make the plate bigger, how do we nudge adult learning forward and allow teachers to push beyond their comfort zone and bring fresh practices to the classroom without creating an overwhelming environment? Productive PD: Learning by Doing. "Are you kidding me?
" I thought when the instructor gave the task. There's no way that we are going to be able to stay together and lead all five horses with only thin pieces of curling ribbon. One of the horses had already refused to follow a teacher with a rope. How were we going to get him to follow with only a piece of ribbon? Learning Horse Sense This was by far the most interesting and enjoyable professional development that I have ever attended. The instructor, Janice McDaniel, is a district employee who brings her own fully-grown horses, also district employees, to help with the training. Ten of us teachers attended the training, and we were given tasks to help us feel comfortable around our horses, such as brushing them and leading them to different parts of the barn. We learned quickly that the horses had minds of their own. Launch Video Classroom Observations With New Toolkit.
For busy teachers, there are limited opportunities within the school day to be observed, to observe other teachers, to pause and reflect on the details of specific classroom moments, and to receive support from colleagues.
Since in-person observations may be difficult to arrange, teachers may find themselves going it alone when trying out new learning, refining practice, or facing challenges in their classroom -- at times without much feedback or support. A robust new video observation toolkit from Harvard helps address these challenges by suggesting ways of using video technology to rethink traditional approaches to teacher observation and professional development. Downloads from the toolkit include a variety of resources to help school leaders, teachers, teacher leaders, instructional coaches, and personal learning networks prepare for, launch, and evaluate the success of video observations in school communities. Tools Snapshot 1. 2. 3. 4.
How might you use the tools above? Professional Development: What should it look like? – Thinking Mathematically. Supporting Excellent Teaching of Common Core Content and Practices with Video Clubs. Teachers face many challenges helping students meet the expectations set forth in the Common Core State Standards for Mathematics (CCSSM) (CCSSI 2010).
CCSSM content standards not only introduce new concepts at each grade level but also require teachers to learn new terminology for old concepts and consider how students’ understanding of concepts builds across grades. The Common Core’s Standards for Mathematical Practice (SMP) pose an even greater challenge, as these “habits of mind,” or processes for doing mathematics, will be assessed in many states for the first time. Professional Development: What should it look like? – Thinking Mathematically. Supporting Excellent Teaching of Common Core Content and Practices with Video Clubs. 21st-Century PD: Retention, Reflection, and Redistribution of Knowledge.
Survey Says, It's the Dawn of a New Era in Professional Learning; Plus 6 Favorite PD Resources for Teachers. Ask school leaders what is needed to help teachers integrate technology into teaching and learning, and they’ll tell you that teachers need more professional learning and support.
At a recent Consortium for School Networking’s (CoSN) conference, educational consultant and retired superintendent Gabe Soumakian summed it up concisely, “It’s not about the tech, it’s about the professional learning.” Providing teachers—and all educators—with the professional learning they need is a daunting task. Online professional development may hold the key. There are some 5 million teachers in the U.
Professional Development is Broken, but Be Careful How We Fix It. This morning, Jal Mehta tagged me on a tweet to linking to his recent Education Week blog post, entitled “Let’s End Professional Development as We Know It.”
The following exchange ensued: He then asked if I could share some of my research to back my perspective. I sent him an email with journal articles and such, but I thought I would share my ideas with y’all too. Here is my argument about why putting professional development (PD) back in schools may be necessary but not sufficient to improving its impact on teachers’ instruction. Unlike medicine and other scientific fields, where problems are taken-as-shared and protocols for addressing problems are roughly agreed upon, teaching problems are locally defined.
Education Week. The majority of training offered to teachers—80 percent—doesn't align with the new federal definition of high-quality professional learning, a new study finds.
But 20 percent of the professional development offered does meet the federal definition under the new Every Student Succeeds Act, according to a report by the Frontline Research & Learning Institute, a division of Frontline Education, which is a K-12 software company. The study, which was released this week, examined almost 377,000 activities completed by 107,870 educators in 203 school systems across 27 states, between July 1, 2011 and June 30, 2016. Altogether, the study examined 3.2 million enrollments in PD activities. Edutopia. How Maryland is Putting the 'PLAY' Back into Professional Development. 3 Ways to Fix District PD—Tap Internal Talent, Analyze Your Data Footprint, and Listen. 8 Top Tips for Highly Effective PD. Highly effective classrooms can result from highly effective professional development.
Book: Professional Development That Sticks: How do I create meaningful learning experiences for educators? (ASCD Arias) TeachThought PD – Personalized Professional Development For Schools. The Delicate Dance of Professional Development - 7 Characteristics of Great Professional Development - 7 Characteristics of Great Professional Development by Drew Perkins, Director of TeachThought Professional Development As the end of the school year draws to a close, administrators start pulling together their PD plans for the summer in preparation for the next year. Meanwhile, teachers sit anxiously by with the dread that can only come with the anticipation of the dreaded PD days that their contract says they must attend.
It’s not that teachers don’t want to grow and improve their craft. They do, and they find it refreshingly professionalizing when they get to. 1. Seems like a no-brainer right? 2. This doesn’t mean that everything in your PD should be lesson planning time. 3. Teacher-driven doesn’t necessarily mean that teachers are the ones “leading” the work. 4.