Interesting conversation about teaching and technology I had a very interesting conversation with a colleague the other day.
She is a teacher in adult education with upwards of 35 years in the classroom and she said to me that the model we recently used in her class and others, with me going directly into the classroom and working with students, makes sense to her. I love this drawing of a classroom. It was done by Todd Berman, a substitute teacher in San Francisco. Click it to go to his website. (I visited her Economics classroom and talked about technology and advertising. She said (and these are her words) that she will never know enough about tech to be able to teach her students anything new about tech. We went on to talk about how the big work is in creating teachers like her who are willing to let something like that happen in their classrooms.
I like that idea – the idea of classroom as a site of professional learning. Designing Teacher-Centered Professional Development. Ask most history teachers about how effective their professional development is and you will usually receive a negative answer.
This unenthusiastic response is engendered by the deficit approach that traditional professional development often takes. A subject supervisor looks at end-of-course state assessments and assumes something is wrong with the way history teachers are teaching. He or she then sets out to correct the problem, frequently with the help of an external consultant.
This consultant is responsible for determining teacher needs, designing the professional development, and identifying resources. I suggest a professional development model that responds to history teachers’ self-determined needs for growth. This approach is based on the assumption that someone other than history teachers, such as principals, subject coordinators, or “experts” knows what should be taught and how it should be presented. Teacher-Centered Professional Development. It's true that students gain more from learning experiences when they're encouraged to plan their activities, share their knowledge with one another, and tailor material to their own needs.
So why not create a professional development program that gives teachers the same range of options? This book provides the framework and steps to help teachers: (1) Choose the right professional development strategies for their needs; (2) Collaborate with their peers in mentoring, journal writing, peer coaching, action research, and other activities; (3) Plan and schedule professional development events and experiences; and (4) Evaluate the effect of their efforts. The book includes checklists and assessment forms to make it easier to implement the guide's teacher-centered approach. Association for Supervision and Curriculum Development (ASCD), 1703 North Beauregard Street, Alexandria, VA 22311. Tel: 800-933-2723 (Toll Free); e-mail: email@example.com. Leading From The Heart. Image: aafad 38/365 the name is lom… by lamont_cranston made available by a creative commons license on flickr.
I just read an article by accident, on addressing the issue of racism in school, because I was looking for a different article in the March 2003 issue of Phi Delta Kappan. That one wasn’t available but this one, Ending the Silence by Donna M. Marriott, is. The title intrigued me, and this bit yelled out to me: …classroom teachers are the only real agents of school reform. That first line in particular screams truth. If teachers were involved in a process to improve their classrooms for the success of those in it – in a process that reached out to their values as teachers and as people, then there will be true reform. Powered by ScribeFire. Leading From The Heart. So today is my day to pull everything together in preparation for a workshop I am facilitating at QPAT’s teacher convention on Friday, November 23.
My session is called: OurPads: Using iPads to increase student engagement and enhance learning in the FG classroom. **Adult education in Quebec is rife with accronyms. QPAT = Quebec Provincial Association of Teachers. FG = Formation Géneral in French, which basically stands for general education. While prepping I decided I needed some food for thought, so whipped up a batch of these (I used the molasses and butter, added cinnamon and ginger directly to the dry, and threw in some raisins and ground nuts/seeds for good measure. I’m realizing that the secret to increase student engagement and enhance learning lies not with the iPads, though they are a great tool to get there.
How crucial it is to focus on teacher development when we want to create change in learning. Cookies are ready. Back to work. Chris Casal - The Teacher-Centered iPad Deployment. Mobile Home Bloggers Messages Resources Tw | Fb | In | Rss Chris Casal The Teacher-Centered iPad Deployment , Technology Instructor & Coordinator , 11/15/2012 Bio Email This Print Comment 18 comments The last few years have seen a boom in the idea, terminology, and philosophy of the "student-centered" or "child-centered" classroom, but sometimes that model doesn't make sense.
When the iPad was first released, my principal wanted to order 100 of them. It's not that I didn't want them, but I wanted to have a plan for how we would use them before they became a hundred Angry Bird, $500 glorified paperweights. So, what was the plan? By why not more? So we bought four. And once those 20 were out in the wild? By the end of the second year of the iPad's existence, all but three teachers out of 60 wanted, and got, an iPad. Today, most teachers want to know when they can get sets of iPads for their students. Sometimes, the teachers need to come first. Email This Print Comment comments [close this box] Susan,