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For the better part of my educational career, I always referred to any type of learning to assist me as a teacher or administrator as professional development (PD). It was always referred to like this, so who was I to argue. It is crucial always to align any professionallearning with current trends and needs.
These experiences made me and others come to the conclusion that professional development, or “PD,” as it is often referred to, is broken. To begin the process of correcting this pervasive issue lets agree to move the focus from professional development to professionallearning.
The fact remains that there was no professionallearning to prepare for the reality that everyone is facing nor a plan for something like COVID19. I always like to focus on the small wins when I am facilitating professionallearning with schools and districts. My favorites are Mentimeter and Padlet.
Whether you refer to the strategy as a hook or anticipatory set, they key is to infuse relevance that piques the interest of diverse learners. NEVER underestimate the importance of a "hook" during the opening movements of a lesson to empower ALL learners.
Thus, providing support in the form of professionallearning is something that all districts and schools should be investing in, whether internally or externally. The pit referred to hardships and challenges. It wasn't surprising that there were more pit responses than sweet.
Rigor & Relevance : Technology can be used to create interactive and immersive learning experiences that can help students stay engaged and motivated in the classroom. Activities should challenge students to think, construct new knowledge, and apply what has been learned to solve real-world predictable and unpredictable problems.
A personal learning network is a group of people you connect with to learn from through their ideas, questions, backgrounds, and references. The post 10 Reasons Every Teacher Needs A ProfessionalLearning Network appeared first on TeachThought.
As Associate Director, ProfessionalLearning with Principals Australia Institute, Mark designed and delivered professionallearning for education systems across Australia and Asia Pacific. Mark has taught both pre-service and post-graduate studies.
Even though this year has been dramatically different as a result of the pandemic, I have found myself even more busy supporting districts through job-embedded and on-going professionallearning. Whether face-to-face, hybrid or remote , the elements of learning and good teaching remain the same.
Then teachers can reference this goal during conferencing sessions. Other teachers are meeting with their professionallearning communities (PLCs) to discuss lesson design, book study texts or education podcasts, or simply share what is working as they move curriculum online.
As you come across research that supports the types of effective pedagogical techniques you wish to see in your classrooms, archive it in a document that you can refer to when writing up observations. This is extremely important in terms of technology integration in the classroom and professionallearning to improve practice.
Now don't get me wrong as this has been incredibly fulfilling and a great learning experience for me. However, you just can't replace face-to-face professionallearning, in my opinion. Until this point, most of my interactions with educators have been through virtual presentations, workshops, and coaching.
I refer to these as entry points, which can serve as a catalyst for any initiative or strategic plan. Other great options include evidence (qualitative and quantitative) as well as effective professionallearning. Even with all these elements and many others in place, it is rarely a smooth journey.
Responding to the COVID-19 age, TGR Foundation and Discovery Education introduce the first module in a new series of no-cost digital professionallearning resources , empowering educators with new strategies to support student success far beyond school campuses. Disclosure of Material Connection : This is a “sponsored blog post.”
One of the best parts about job-embedded, on-going work with school districts is facilitating a variety of professionallearning opportunities. Recently the district asked me to be a part of their professional development day, which consisted of seven different learning strands specific to the needs and interests of their teachers.
Learning and Employment Records (LERs)—also referred to as digital wallets or verifiable credentials wallets—offer learners and workers the tools to communicate the totality of their skills and abilities to employers. But few people understand the value of this emerging technology and how to use it to their advantage.
Difficult decisions have had to be made regarding grading, making funds available to get technology in the hands of disadvantaged kids, getting school work to kids where the digital divide could not be overcome, and figuring out how to provide professionallearning support virtually.
Now in the age of COVID-19 the TGR Foundation and Discovery Education introduce the first module in a new series of no-cost digital professionallearning resources, empowering educators with new strategies to support student success far beyond school campuses. Disclosure of Material Connection: This is a sponsored podcast episode.
A hybrid model accounts for this fact, and its success relies on budgeting, existing space redesign, and professionallearning support. Flexible schedules The premise behind any hybrid-learning model is altering the “traditional” school day schedule (and calendar for that matter) to make the best use of time and resources.
She speaks and writes about the future of education and helps educators rethink the learning spaces of today. Prior to #TeachlikeTED, Rachael was the Network to Transform Teaching and STEM ProfessionalLearning Director for Northern Arizona University’s AZK12 Center and State Director for Educators Rising Arizona. ”
That brought us to the concept of “tradigital” learning, our version of blended learning, which in our district refers to a hybrid version of the traditional classroom and a digital learning environment. . Doing so will inform precisely how you will need to support your educators in making the shift successful. .
To do this, teachers need meaningful professionallearning experiences and resources to integrate computational thinking in equitable, authentic, and sustainable ways. Teachers around the nation are being called to integrate computational thinking into their classrooms to prepare all students to thrive in a computational world.
As Director of ProfessionalLearning Systems for Tennessee’s Department of Education, I have the privilege of being able to witness teachers get excited to learn a skill they not only need to learn, but want to learn, and in the way best suited for their unique learning style.
Look no further than using AI to conduct queries on any aspect of educational practice, such as grading, pedagogy, professionallearning communities, virtual learning, or the use of technology. I would then reference this when it was time to write everything up before the post-conference.
The notion of “effective professionallearning” is something that has been discussed for decades. A comparison in the philosophies of today’s school districts yields results that falls across a continuum of who controls the learning. Learn alongside your staff members and model expectations for them. Nothing more.
The Partnership for 21st Century Skills refers to these four skills as the “ 4Cs ”: Creativity, Collaboration, Communication, and Critical Thinking. But the learning needs of today’s students are. They must be able to look creatively at any situation to generate new solutions. The 4Cs are not new concepts.
The struggle is also defined by what seems like never-ending challenges such as time, money, support, infrastructure, inadequate professionallearning, mindset, and colleagues who fill either the role of antagonist or naysayer. Start small, but think and plan for big while referring to the stages presented above.
When it came to professional development, in the absence of being together in the physical space, we had to explore and learn what worked the best. Leveraging the right digital tools and spaces, we were able to keep learning going and continue to build our professionallearning communities.
This is referred to as collective efficacy, which Bandura defined as "a group's shared belief in its conjoint capability to organize and execute the courses of action required to produce given levels of attainment" (Bandura, 1997). Thriving cultures focus on empowerment, support, feedback, and autonomy to take risks to build self-efficacy.
The company who sponsored it compensated me via cash payment, gift, or something else of value to include a reference to their product. Most days of the week you can find me in my office at Grove City College working with students or teaching preservice teachers about educational technology or special education.
This is what I and others now refer to as Leadership 2.0. Image credit: [link] I am excited to announce two specific resources available to any school leader to learn more about Leadership 2.0 Image credit: [link] I am excited to announce two specific resources available to any school leader to learn more about Leadership 2.0
” , and referred to a picture I saw (I can’t find the original but the idea really resonated with me when I first wrote about it!) A close friend of mine had shared their dismay that a professionallearning day was quickly put together when a day “on their own” to do planning was initially promised.
As you come across research that supports the types of effective pedagogical techniques that you wish to see in your classrooms archive it in a document that you can refer to when writing up observations. This is extremely important in terms of technology integration in the classroom and professionallearning to improve practice.
Computer science, however, is much more than just coding, and students need much more time to learn and practice computing skills and dispositions to be prepared for the world in which they’re growing up. How do classrooms and schools integrate computational thinking into existing subjects?
Books: Contributor to Connecting the Dots: Teacher Effectiveness and Deeper ProfessionalLearning. The company who sponsored it compensated me via cash payment, gift, or something else of value to include a reference to their product. Contributor to Handbook of Prosocial Education. National Geographic Geo-Inquiry Educator Guide.
Finally, we found that the only student learning challenge to rank in the top 10 is literacy (#6). Literacy refers to the reading, writing, and communication skills all students need to be successful in the full range of academic subjects.
In an article for SEEN Magazine Dr. Daggett provides some nice working definitions for these two terms: Rigor - Academic rigor refers to learning in which students demonstrate a thorough in-depth mastery of challenging tasks to develop cognitive skills through reflective thought, analysis, problem solving, evaluation or creativity.
The closest you can get to this designation is a “D” color, which is often referred to as a flawless and has no visible imperfections at 10X magnification. Outside of sports, it becomes even harder to meet stringent criteria to achieve this. For those of us that are married, we all strive to provide our spouse with a “perfect” diamond.
Student voice refers to practices that provide students with intentional opportunities to express their wants, needs, and perspectives in the classroom. Learn more about this edWeb broadcast, Creating a School Culture That Values Student Voice , sponsored by PERTS.
On this episode of the Teaching Leading Learning K-12 Podcast, Edthena founder and CEO Adam Geller talked with Steve Miletto talked about all things professionallearning, including how video is changing the game for giving educators feedback about their teaching. We know this is important, but we can’t get to it yet.
The Driving K-12 Innovation Advisory Board defines Analytics & Adaptive Technologies as: these are digital technologies that collect and use data related to teaching and learning. Analytics refers to the process of analyzing data collected about student learning and the opportunity to leverage data to inform instructional decision making.
When my district started to explore this approach five years ago, we knew that before we could even begin to understand how to implement competency-based learning, we had to understand why it was important.This meant we had to understand our predispositions and biases we associate with learning, otherwise referred to as our teaching “mindset.”.
Many describe it as empowering, liberating, life changing, and a new paradigm for professionallearning. My own experiences at events like this have unleashed a boundless journey of professionallearning. Reference Albrecht, Karl. Events like this are truly amazing. Lets do this! New York: Amacon, 2003.
How often do we sit in professionallearning that is Unexciting? Dyane: So, my passion really is to see how we can create professionallearning that engages teachers. Let’s get up and learn… and dialogue and actually make magic happen for teachers! Dyane: So let’s make professionallearning energetic as well!
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