I was inspired by week 22 of the #savmp blog about differentiated professional development for staff and some selections from a couple of books I've read recently.
I've been thinking about how to make the professional learning opportunities schools offer their teachers better; by better I mean more likely to lead to the learning of whatever is trying to be taught or developed.
I've been thinking about how to make the professional learning opportunities schools offer their teachers better; by better I mean more likely to lead to the learning of whatever is trying to be taught or developed.
What can be done to make it more likely that whatever is done as part of PD is transferred into classrooms with students in various situations?
- Make it More Than "Have To"
If folks are doing anything only because they have to do it or be there, then they’re not in prime position or mind-set to learn anything; this is true for people of any age or credence.
It has to be interest-based; it has to be driven by personal relevance. Anything short of that will be seen as “have to.”
If they’re learning what they know they need to learn, then they’re obviously more likely to learn it.
"By verbalizing options for improvement, students are able to see that they control their own choices and outcomes, which leads to better decision making." - Margaret Searle p. 148
- Have Them Make Something
“Although some...remember more by hearing and others, by seeing, most remember by doing because action involves multiple sensory inputs.” - Betty Garner p.38
They have to do it to learn it; they have to produce something for it to be possible.
We spend a lot of time and devote a lot of energy to the perfect kind of input, but our time and energy would be better spent designing opportunities for output.
For every minute of input give them a minute of output; what good is the slideshow on how to essential questions if nobody gets to write essential questions?
If producible action doesn’t or can’t come from professional development I planned, then what I planned probably isn’t worthy of the name.
- Make it More Than an Event
“Integrated information is more likely to be remembered and accessible than disconnected bits of data.” Garner p.37
It takes longer to learn something than it takes to teach it. Whereas “teaching it” can be done with slides and 30 minutes, learning it requires input, reflection, practice, feedback, etc.
Sometimes learning it takes year(s).
Focus on something tangible; identify relevance or need and then address it until moving on to a new focus is appropriate.
Better to learn one thing slowly than nothing efficiently.
- Make it About Us
“A variety of of emotions can affect physical and cognitive functions. To enhance memory, students benefit from emotional engagement with information.” Garner p. 138
Being on a team feels good. Being a part of something bigger is both motivating and empowering. Researching and implementing formative assessments of higher order thinking skills is better in a group.
Purposefully and organically get teachers with similar interests and passions to connect with each other, and work and learn together. I was in a cohort in my Masters Degree program; why apply that same structure to professional learning for staff?
Build communities around professional needs and interests rather than superficial labels like department or tenure.
- Mix it Up
"Lessons that follow a mixed pattern - listen, talk to your neighbor, listen, draw and example, listen, read and discuss with a partner - followed by summary are more likely to hold anyone's attention longer than the 'listen for what seems like forever and then do independent work' model." - Searle p. 105
People can only sit and get for so long before they stop listening. Adults are more compliant and less rude than kids a lot of the time, but they’re equally likely to tune you out if it’s boring.
Get them doing, talking, moving, creating more.
Most things get old quickly; break it down into segments; they’ll retain more.
Effective lesson plans include variety whether the lesson is being planned for 5, 15, 25, 35, 45, 55, and / or 65 year olds.
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