When designing PL for teachers, we have to take into account two things: pedagogy and andragogy. The brain of a child is physically different than the brain of an adult. In addition, what they bring to the table is different. There are different experiences, backgrounds, and goals. When I am giving a PL, I try to remember this. When I model a lesson where the teachers are taking on the role of student, it is more about them experiencing the learner side of the lesson. It is part of the experience. We have to remember that educators have to consider their role and the learner role. It is important to take time to experience that.
As the learning continues for the educator, there will be a lot of things that come up to deal with. This is why time is so important. Each class and each learner in that class is unique. No teacher is prepared to handle all of these situations with just a single PD lecture. It takes time to build up the tools to handle them. We have to remember and respect that teaching is an innovative process. Innovation is not an innate trait that people are either born with or not. Innovation comes from our experiences. As teachers spend time with a new concept or tool, they gain more experience. I had a coach once tell me, “Practice doesn’t make perfect. Perfect practice makes perfect.” As we design PL, we must remember this. Sending a teacher out to practice on their own does not ensure they are practicing the right things to do. When PL is ongoing with support, feedback, and intentionality, then they will be practicing the right things and bringing that to their learners.
0 Comments
Leave a Reply. |
About 5389This is my sixth course in the Lamar University Digital Leading and Learning program. I am now working on an alternative to the traditional "Sit and Get" PL. ArchivesCategories |