An interesting piece of history from the inventor of the spreadsheet, Dan Bricklin:
Today, there is a thought-provoking post from Edutopia: Why don’t we differentiate professional development? Pauline Zdonek’s comments caught my attention:
As I prepare for another afternoon of district-provided professional development activities, I always make sure that I bring plenty of work to do (papers to grade, lesson planning, etc.)…the sad fact is that the majority of PDs I attend are repetitive, simplistic, or downright boring. I bring other work to do so that I don’t get irritated when I feel that my time is being so carelessly wasted.
“One-size-fits-all” professional learning does not work, and we have known that for many years through experience, anecdotal evidence and research. This was a hot topic in the nineties and early two thousands! In 1999, NCREL (North Central Regional Educational Laboratory) produced a toolkit Professional Development: learning from the best; in 2002, Dennis Sparks published Designing powerful professional development for teachers and principals for the National Staff Development Council, which produced a set of standards for meaningful professional learning.
What have we learnt? How many colleagues have been “talked at”, in our beginning-of-the-year professional development sessions?
In 2014, AITSL (Australian Institute for Teaching and School Leadership) produced Designing professional learning, a report to…
…help readers design, revise and evaluate high-quality professional learning by clarifying the elements of learning design that significantly increase participants’ learning outcomes and their use of those learning outcomes in classroom practice.
This report provides an excellent basis for developing robust and meaningful learning experiences.
In EDCN865 we have been discussing 21st century skills as outlined in the Partnership for 21st Century Skills framework. Over the next few weeks, we will be discussing what these skills mean and what tools we might use to enhance learning of those skills. I have found it really interesting to rewrite the sections of the course in order to frame them according to these skills. So easy to concentrate on the Web 2.0 tools; not quite as easy to start with the skills. Isn’t that the way with every lesson sequence?
Learning and Innovation Skills
- Creativity and Innovation
- Critical Thinking and Problem Solving
- Communication and Collaboration
I have been thinking about this new 2012-2103 buzz Flipping the Classroom! Don’t good teachers do some of that, anyway? The lecture/content is watched at home; the homework becomes the classroom activity, so that support is at hand.
In order to answer the questions from a colleague, I found this brief interview from Salman Kahn:
The other side:
Is it hip to flip? An article from THE Journal January 2013