Lecture 1: Teacher Professional Learning: Professional Learning is Core Business

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Del curso dictado por Commonwealth Education Trust

Foundations of Teaching for Learning: Planning for Teaching and Learning

92 calificaciones

Commonwealth Education Trust

Foundations of Teaching for Learning: Planning for Teaching and Learning

92 calificaciones

The Foundations of Teaching for Learning programme is for anyone who is teaching, or who would like to teach, in any subject and any context - be it at school, at home or in the workplace. With dynamic lessons taught by established and respected professionals from across the Commonwealth, this eight course programme will see you develop and strengthen your skills in teaching, professionalism, assessment, and more. As you carry on through the programme, you will find yourself strengthening not only your skills, but your connection with colleagues across the globe. A professional development opportunity not to be missed. This course will help you consider how to develop appropriate learning goals for individual and groups of students. You will learn how to plan learning activities to engage your students in ways that will achieve these goals. Enhance your course by joining the Commonwealth teaching community on our website, Facebook and Twitter.

De la lección

Teacher Professional Learning

As teachers, we usually think about planning from the perspective of how we can better teach our students. This week we are going to focus on planning for the learning needs of the adults in our schools. One of the most important findings from the research on teacher professional learning is that it must be tied to the learning needs of the students. We are going to provide you with some practical examples of what this might look like. By the end of this week you will know how to apply current research knowledge to your own professional learning and planning. We hope that you will continue to reflect on new forms of ongoing professional learning as part of your teaching life.

Lecture 1: Teacher Professional Learning: Professional Learning is Core Business10:45

Lecture 2: A Focus on Learner Needs and Highly Engaging Adult Learning11:01

Lecture 3: Adult Learning is Frequent and Focused11:51

Lecture 4: 'Open to Learning' Conversations are a Way of Life11:32

Conoce a los instructores

Dr Judy Halbert
Co-director of the Centre for Innovative Educational Leadership
Vancouver Island University, British Columbia, Canada
Dr Linda Kaser
Co-director of the Centre for Innovative Educational Leadership
Vancouver Island University, British Columbia, Canada
Professor John MacBeath
Professor Emeritus
University of Cambridge, UK

[MUSIC]

Welcome back to our course, Planning for Teaching and Learning.

We hope that you're enjoying it and getting a lot

from your challenging and extending and connecting activities.

That's a very important protocol as part of the overall course design.

Here's the territory we're going to be in for this lecture.

And we're going to be looking at Teacher Professional Learning.

And we're going to be exploring

some principles from some research, and from some practices around the world

where Professional Learning is seen really as the

core business of the educators in the school.

And we're hoping that you're in settings like that.

We're still going to be exploring the spiral,

because this is around the idea of new professional learning.

And, now though we will be applying

the questions, what's going on for our learners?

What's going on for our adult learners?

They may be educational assistants, they may

be teachers, they may be head teachers,

deputy heads or principals or vice-principals as

we would call them in our setting.

What's going on for these people in terms of their learning?

How do we know what's going on for them, and why does this matter?

And, a lot of this work from a research perspective, comes from the

studies and the thinking of Professor Helen Timperley.

We commend her book Realizing the Power of Professional Learning

because it has many of these research findings in it.

And also, you can see on the screen that

Teacher Professional Learning and Development was an extensive study.

I think we should do a bit of a shout out

to New Zealand educators, because their ministry has engaged the research

community in summarizing large chunks of professional

knowledge and those of us who read in

English have been able to take those findings

and utilize them in our own settings.

And I think that's an exciting opportunity for all of us around the world,

one of the really good global possibilities.

So, let's think about this idea of

professional learning being core business in a school.

A core activity. Is that the case in your school?

And, what do you think of this notion, of the idea that as

contemporary teachers, what we need to do is develop adaptive expertise?

I mentioned earlier that my parents were both teachers in country schools.

That's how they started their career.

Really, as teachers in those settings with large class

sizes, what they had to concentrate on was routine expertise -

learning how to manage large numbers of students from rural backgrounds, get

them into the idea that they were going to learn as a group,

doing some routines around getting the older ones to help the younger ones.

And, they were very much in a world of routine expertise

as I was and as Judy was when we started our careers.

But now, what we need is adaptive expertise, because

the challenges are there in front of us with learners.

They're great diversity.

The desire to move into more innovative learning environments.

This calls for an adaptive mind set.

And, here's what adaptive experts are good at doing.

They're deeply knowledgeable about

both the content of what they're putting in front of young people,

and they're also deeply knowledgeable about how

to teach it and make it engaging.

They are aware of their own assumptions and know how to question them.

And, if they find out that their assumptions don't fit

the group that they're working with, they know how to let them go.

And I think as teachers, sometimes that's a very hard step, to let go our

favorite unit, or our favorite approach to our favorite strategy.

So, the argument is that we all have

to become more adaptive and grow our expertise.

And - we will know that this is a familiar refrain, but it, we think you can't say

it too much - that team teaching and team

planning can really help us with developing adaptive expertise.

Because, when you plan as a team and think

as a team, you have to work with each other's assumptions.

And that, we think, really helps us grow.

So, what do researchers and practitioners-- what do you find when you visit a school

that's truly on the move for learners? Where it's an exciting and engaging place?

Where the moment you walk in to the setting, you can feel the energy.

Without exception, our experience has been, no matter what country you visit,

that you can find a school where the adults are always learning.

And there's a culture of curiosity

about learning and teaching and how to do it better, how to

do it as a team, and meet the needs of young people.

And that's a very exciting feeling.

Some cultures, we think the New

Zealand and the Australian cultures are particularly

good at making sure they do lots of study visits, even when they have

to travel long ways to do that and we wish that we did

more of that in our culture. I think its a great way to learn.

So, what will we focus on?

Well, if we are going to make this principle come to life in our

professional planning as a team, we have to engage in inquiry and knowledge building.

Because what we've been finding in this realm of study

is that's what helps us develop that adaptive expertise.

I'm sure you find that your own teaching, that it's a complex business - we hope

you do - because it's challenging to teach well, and to help a very diverse

group of learners move forward in their own learning, really owning it.

Well, how can we do this?

How can we cultivate professional curiousity?

In the schools that we find, where there's a

culture of curiousity, we find that the formal leaders,

whatever their titles are, make it a central part

of their work to develop professional planning and teamwork.

They don't think that's something that

you know, we'll have a professional development

day on the side, and somebody else will figure that out.

They see this as the central core of their work as a formal leader in a setting.

And the other part of it is - and we've seen this

and we're very proud of the fact that some of our district

leaders and LEAs, they're called in some parts of the world,

in municipalities, they actually have their

own inquiries, which they make public.

This is what I'm curious about seeing I can accomplish.

I'm letting you know I'm interested in yours.

And people are moving forward together.

So, yes, teacher leaders step up to lead much of

the professional inquiry, but they have this intense feeling of support.

And recently, we were in a conference in

Manchester and we meant some educators from Bay House,

which we haven't visited, but we have been on

their website and talked to the people who work there.

It's a school with about

2,000 secondary learners in a small town in the south of England.

They got their own technology based learning

journal, which is open to the public.

I was able to read what they were learning, what

they were researching themselves and with whom they have research partnerships.

They got student leaning detectives who moved through to the school,

figuring out from a student point of view, how much

learning is going on. I think I just love that idea.

They've got teachers who are very, very actively involved

in generating their own knowledge and sharing it actively.

And in our own province, we have an elementary

example of a school like that as well,

where a teacher leader really has stepped forward,

supported by her formal leaders over a long

period of time, and has created for school is really a center of inquiry for a whole

part of the province.

Because as word of mouth of the literacy practices that

they created at this school, people were drawn to visit.

And we think that those

two examples are really good examples of places

where professional inquiry, professional learning, knowledge building and

sharing knowledge publicly are our way of life.

And that's what we think we need to create.

So,

here are some questions for you to think about in your own setting.

Revisiting the theme.

We know that still many teachers teach alone.

And, have you found or could you

find a learning/teaching partner, even for part of

the day, we think that would deeply

enrich the notion that we're trying to build.

Which is that we're going to do these things together and think together.

If you're already arguing that, could you help

to lead an inquiry group in your setting setting?

It always takes somebody to step forward, and if you step forward to take

a Coursera programme, perhaps perhaps the world

needs your leadership, the world that you're in.

And you could start engaging with one or two colleagues to

form an inquiry group around some important learning need in the school.

And if that's not possible, because we know that many teachers

work in one-room school houses in many parts

of the world, could you use technology in some way?

Skype or FaceTime or a cell phone to link with

a like-minded teaching colleague in a different setting than your own?

Could you find somebody out there, because there probably is

somebody in the universe who's thinking along the same lines.

And maybe you're thinking in quite radically different ways.

And don't

find an opportunity to have an appreciative dialogue in your own setting.

Well then, we would say, reach out.

The last thing I think we think about in today's

session is what's going to come up in the next session.

And what we're going to do is, we're going to explore the idea

in a little bit greater depth about how learner needs, need to drive professional

learning, a notion that seems, on the surface, easy to put up on the screen.

Sometimes our practices interfere with taking this as

a focus and we want to explore it.

So, remember, connect, challenge, extend.

Think about how you could make this meaningful, for yourself through your

thinking and discussion and reading, and we'll look forward to next session.

[MUSIC]

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