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Transforming Professional Development with Reflective Practice: Personalization Before Prescription
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Transforming Professional Development with Reflective Practice: Personalization Before Prescription


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  • \n
  • Alana to speak\n
  • How do you learn new things?\nPersonalized professional learning versus prescribed settings\nMost valuable recent learning experience \n
  • Role/Position/focus\nEnvironment - (be sure to ask about on-line learning)\n
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  • Challenge of practice is that professionally we expect all our teachers to learn the same thing at the same time in the same way.\n
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  • Considerations\n
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  • Angie and Kent’s piece = they build capacity in their staff\n Lisa is a coach, George is a technology coach\n -David… getting back to pedagogy… he does the firt step and then there are conditions in place … David is the most expensive model… they need to have release time to go to his course\n Importance of modelling, of the WHY\n \n
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  • Post-Secondary College Context - these are our teachers - experts in their field - then teachers - in an applied learning institution (not necessarily what they are used to (based on their own educational experience)\n
  • Teacher training although their is mandated training for new full-time hires - and non mandatory training for part-time - for the most part they learn while they teach... their first experience is usually with the course outline which serves as a guide to their course... learning contract with their students...\n
  • Teacher professional learning continues informally - through informal coaching, their own team teaching teams, some review by the dean and the chair of the academic program, workshops offered through HR, and sharing their experiences... \nMost feel isolated in this model unless they choose to connect and seek peer review or coaching...\n
  • In our unit - centre for teaching and learning - we focus on the foundation of learning - the curriculum and the learning goals - if you have a good foundation and understand and advocate for the learning goals - then you are able to develop your teaching practice through pressure and support - pressure to become more learner centred - seeking supports that allow you to transform your practice.\n\nOur teachers often seek certification or course work in adult education philosophy and foundation courses so they can inform their own teaching practice. \n
  • Professional learning - especially when shifting focus to learner centred approaches (from teacher centered approaches) needs to be based in modelling good learner centered teaching practices, teachers as learners need to experience learner centered learning, they need to apply it in their own teaching practices (slowly), they need to reflect on their changing practice, they need to revise their practices, evaluate what worked and what needs more work, they need to share (teach with their doors open) and they need to seek out the necessary connections that will provide them with the pressure and support for them to continue to grow... for each person these will be different...\n
  • Teachers need to network - lose that feeling of isolation - in order to get comfortable with networking and making their necessary and personal connections they need permission to: lurk, take risks, ask for help and set their fears aside.... change is uncomfortable, learning is uncomfortable > measured change seems unattainable > but through committment to the process and the learner centred approach > real learning happens...\n
  • - our immediate connections were limited\n- now building the capacities for connecting others in and with their technology integration in meaningful ways\nConnecting/engaging with a purpose first…\n
  • integration of technology... how do we support the learners who don’t know where to start? “you don’t know what you don’t know” \n coaching conversation? \n wide range of learners and experiences\n learning to be comfortable with being uncomfortable\n
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  • Transcript

    • 1. participate virtually and face-to-face
    • 2. TransformingProfessional Development with Reflective Practice Alana Callan, Fleming College Monica Batac, OISE/University of TorontoColin Harris, York Region District School Board MADLaT May 4, 2012
    • 3. Transforming Professional Development with Reflective PracticePersonalization Before Prescription Alana Callan, Fleming College Monica Batac, OISE/University of Toronto Colin Harris, York Region District School Board MADLaT May 4, 2012
    • 4. How do you learn new things?
    • 5. What’s your current context?
    • 6. If teacher learning is to be productive,professional development must guided bymeaningful analysis of practice. Teachersmust be involved in evaluation of studentlearning so that they can change curriculum,teaching and schooling practices as theylearn more about what is effective and whatis not. Linda Darling-Hammond, 2009
    • 7. Collaborative Knowledge Building aboutteaching practice aligned with schoolgoalsOpportunity to slow down and carefullyexamine ‘learning’
    • 8. In traditional PD models the purpose isknowledge acquisition Knowledge is transmitted Learning is cognitive Knowledge is the end goal
    • 9. In traditional PD models the purpose isknowledge acquisition consumer model didacticProfessional Learning is individual acontextual From: Reflective Practice for Educators, Osterman and Kottkamp, 2004
    • 10. In reflective PD models the purpose isunderstanding and competence Knowledge is constructed Learning is personal and holistic Knowledge is a tool
    • 11. In reflective PD models the purpose isunderstanding and competence productive dialecticProfessional Learning is collaborative contextual From: Reflective Practice for Educators, Osterman and Kottkamp, 2004
    • 12. Learning is an active process requiringinvolvement
    • 13. Learning must acknowledge and build onprior experiences and knowledge
    • 14. Learners construct knowledge throughexperiences
    • 15. Learning is more effective when it iscollaborative versus isolated
    • 16. Reflective practice involves dialogue,discussion and openness
    • 17. Vulnerable process with a high importanceon trust
    • 18. Personalized teacher learning fortechnology integration What does that look like?
    • 19. Monica’s story
    • 20. Support from experienced colleagues
    • 21. Questions and connections led to research
    • 22. Exemplary teachers using technology building capacity in staff
    • 23. The necessary conditions modeling of technology use collegiality/relationship building blended environments
    • 24. The tools you learn aboutbecome the tools you use to learn. collaborative, knowledge building
    • 25. Alana’s Story
    • 26. Experts > Teachers > Applied Learning
    • 27. Learning is experiential, in the moment, immersive...
    • 28. coaching team teaching peer review workshopsshared experience
    • 29. curriculum > foundation > learning
    • 30. ModelExperience Apply Reflect Revise Evaluate Share Network
    • 31. Lurk Take a risk Ask for helpSet fears aside
    • 32. How & why did we connect?
    • 33. Let’s discuss the climate of professional learning in your environment.
    • 34. Let’s continue the connections & conversations. Alana Callan, @AlanaCallanMonica Batac, @monicabatacColin Harris, @digitalnative