Daring Ed Tech

The beginning of a new year typically presents individuals with a designated time and opportunity to reflect upon the events of the past 365 days, to cherish the unforgettable moments, to learn from mistakes or disappointments, and most importantly, to set goals for the next chapter in this adventure we call life. In education, we call these types of behaviors “reflective practice”, or the manner in which teachers step back and evaluate the learning environment.

 

As in any other profession, we assess what was successful, what didn’t work as planned and/or what needs to be adjusted the next time—all in an effort to improve our craft.

 

Learn more / En savoir plus / Mehr erfahren:

 

http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=reflection

 

https://gustmees.wordpress.com/2016/06/01/update-twitter-chats-what-to-do-better/

 

https://www.pinterest.com/swirlz42/mia-macmeekin/

 

 

Via Gust MEES, Joyce Valenza

Across diverse districts I have asked teachers how they like to learn and what they want out of their professional learning opportunities. Over and over I hear the same kinds of responses and wishes for how they could learn.  There is a deep desire to develop their practice, not just be talked to but be inspired, valued, and pushed to take their practice to the next level.  To help teachers shift their practices and make learning experiences for their students the best they can be, these are the desired characteristics of professional learning that shifts practices:

Purposeful

 

Goal-oriented

Inquiry-based

Applicable

Safe 

Learner-centered

Collaborative

Personalized

Action-oriented

These 10 characteristics likely do not come as a surprise as they align with much of what we know about the power of purpose, motivation, and empowerment in learning.  The problem is that they so rarely represent how teachers learn despite what we know.  Why?! Well, most often because it requires leaders and designers of these experiences to trust the learners, be flexible to meet their needs, allow for diverse pathways and be open to new ideas.

 

Often pressed for time and trying to fit it all in, many take short cuts to ensure that they have covered it all rather that engage in deep learning. Another challenge is that many have not truly experienced this type of learning in their formal education, which makes it hard to imagine how to create new and better experiences. Without new models, people tend to revert back and recreate their own experiences.

 

 

Via Gust MEES, Joyce Valenza

Teachers need to receive training on models of change. Teachers should be trained in identifying their own professional development needs based on their classroom performance, areas that they aren’t performing up to par based on their own personal self-assessments as well as feedback from students, colleagues, and supervisors followed by intentional processes to help make positive changes in their work environments.

Via Nik Peachey, Joyce Valenza