The rationale is that the process of writing down one’s thoughts serves as a ‘thinking device’, helping the teacher find his way in retelling a story and in examining his perceptions and, if done very well, its multiple perspectives. Writing as a ‘thinking device’ is generated from oneself to oneself. A bit like a film director who also acts in the same film.
The act of externalizing reflections through writing makes a teacher’s ideas more ready for re-conceptualization. Writing is, perhaps in the loneliest form, engaging in dialogue. This is attuned to Vygotskyan perspectives of development which proposes that verbalization is a vehicle to changes in behavior, process of which language (and languaging) is the main mediation tool.
"This text is organized as a combination of two interactive components of behavioral change. There are very few theories of adult un-learning, but this text lays out a staccato framework of bite sized information about organizations, change, resistance to change and couples it as the text reveals the complexity of change with a formula for personal change that is not dogmatic, but suggested. It is an adult learning model. It, in my opinion, could be a substantial portion of a leadership program at a university that becomes a bible of sorts about what personal change looks like (from text based discussions) and what change feels like as recorded by the student in journals and portfolios during internships or in actual leadership roles.
The strength of this text is that it is not directed at administrators, though they could certainly benefit from its messages, but to teachers, who lead their students through the labyrinth of schedules, classes, subjects and values each day."
And yet if results for all students remains our goal, our discussion of better professional learning cannot stop with attention to personalized professional learning attached to teacher evaluations. Effective professional learning ...
Put Understanding First by Grant Wiggins and Jay McTighe
"The high school curriculum should start with the long-term goals of schooling: meaning making and transfer of learning.
A local newspaper reporter asks students attending the town's high school to give their school a letter grade from A to F. One young man, a senior, rates his high school a B. When asked to explain, he replies with a single word: "Boring.""
Time, creativity, clear commitments and professionalism ensured every teacher learned and contributed to the conversation. Infusing these elements into our site-based and district level professional learning can shift professional development from something that is done to teachers, to something that is done by teachers.
"The digital age has provided learning professionals with an amazing opportunity via personal learning networks; and as with most opportunities, this one comes with a risk. PLNs aren't just for learning professionals; it's representative of a fundamental shift in the way people learn. People all around the world are forming PLNs, most without even realizing it yet. It's a natural evolution of our increasingly connected world."
Purpose/Objective/Research Question/Focus of Study: To better understand how to support secondary teachers’ engagement in collaborative inquiry, a group of 12 professional development providers deliberately set out to use the same processes and structures in their development and implementation of a PD model. This research examines what this group learned about fostering and sustaining a culture of collaborative inquiry and considers how this can inform PD providers’ support of teachers’ engagement in a collaborative inquiry cycle.
"If you ask a student what makes him or her successful in school, you probably won’t hear about some fantastic new book or video lecture series. Most likely you will hear something like, “It was all Mr. Jones. He just never gave up on me.”
What students take away from a successful education usually centers on a personal connection with a teacher who instilled passion and inspiration for their subject. It’s difficult to measure success, and in the world of academia, educators are continually re-evaluating how to quantify learning. But the first and most important question to ask is: Are teachers reaching their students?"
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