I am sharing a session several of us facilitated for new teachers in our district yesterday. The sequence is part of a larger full-day session we ran for the entire high school staff several years back. The contrast between the two videos instigates a stimulating conversation about education and how much has changed since 1968. The juxtaposition between the two documentaries compels educators to reflect on their own practice and consider how their practices / ideologies align with either model.
In particular, the way in which Larry Rosenstock talks about education is worth noting. It almost serves as a lesson in language and how a single word changes the way one could potentially view a classroom or school. Referring to a classroom as an incubator, subtly shifts the conversation about classroom experiences. Examples such as this are scattered throughout the documentary about High Tech High.
I provided a short set of slides that guided yesterday's work with new teachers. Take a look and see if this is something worth sharing with your staff.
Showing posts with label Professional Development. Show all posts
Showing posts with label Professional Development. Show all posts
Friday, October 26, 2012
Wednesday, September 5, 2012
PD With A Twist
We hosted our first PD sessions of the season. Inspired by the unconference format, several educators in the building stepped forward to host a conversation. The sessions included a mix between "how-to" segments and the open exchange of ideas between educators.
One of the sessions focused the conversation on video production. So You Want Your Students to Create A Video opened the door to a conversation on how film could be incorporated in the classroom. As stated in the description the use of film as a vehicle for expression has grown within the past few years. More and more students are creating short films to express critical understandings. This particular unconference acknowledged a growing reliance on film and stimulated a conversation about multimodal expression.
The unique twist on this session was that two students facilitated exchanges between educators. The session was developed by our Broadcast teacher, but was delivered by two of students. Both students are seniors and have move beyond our program of studies to where they crafted an independent study to further their interest in film and production.
It was refreshing to witness a reversal of roles. In this scenario students served as experts and were positioned to offer guidance to teachers. In Fact, the students prepared a hand-out for teachers that provided suggestions on logistics and the process. It makes sense to tap into expertise that resides within a school building regardless of age or title. It also makes sense to empower students and craft forums where they can assume leadership roles within the academic and not just extracurricular arena.
The hope is that we can continue both these unconference conversations and expand the role students play in professional development. An important tone was set to start the year and one that will serve as a guide throughout the rest of the year.
One of the sessions focused the conversation on video production. So You Want Your Students to Create A Video opened the door to a conversation on how film could be incorporated in the classroom. As stated in the description the use of film as a vehicle for expression has grown within the past few years. More and more students are creating short films to express critical understandings. This particular unconference acknowledged a growing reliance on film and stimulated a conversation about multimodal expression.
The unique twist on this session was that two students facilitated exchanges between educators. The session was developed by our Broadcast teacher, but was delivered by two of students. Both students are seniors and have move beyond our program of studies to where they crafted an independent study to further their interest in film and production.
It was refreshing to witness a reversal of roles. In this scenario students served as experts and were positioned to offer guidance to teachers. In Fact, the students prepared a hand-out for teachers that provided suggestions on logistics and the process. It makes sense to tap into expertise that resides within a school building regardless of age or title. It also makes sense to empower students and craft forums where they can assume leadership roles within the academic and not just extracurricular arena.
The hope is that we can continue both these unconference conversations and expand the role students play in professional development. An important tone was set to start the year and one that will serve as a guide throughout the rest of the year.
Tuesday, August 31, 2010
Continuous Professional Development
Came across this thought while reading Diane Ravitch's The Death and Life of the Great American School System. It struck me as something worth sharing as so many of us are returning to school. A former New York City administrator was quoted as saying, "Professional development is not an isolated activity, but a daily routine in every school."
The capacity exists within schools to ensure that professional development is a continuous process and not relegated to "special" days on a school calendar. Moreover, control over professional development rests in the hands of each individual. The growth of our global digital infrastructure has enhanced the ability of educators to share experiences across a broad audience of peers and to become engaged in conversations where ideas are openly exchanged. It is in these conversations, both local and global, where professional growth is likely to occur.
There has to be a willingness for educators to see themselves as a source of professional development and be committed towards creating open learning environments. To a certain extent, student expectations should mirror those for professional educators. The dynamic of scholarship is changing. No longer does the top down / single expert in the classroom approach to learning apply (nor did it really ever). We encourage learners to see themselves as sources of information and that individual ideas, research inquiries and conclusions can assist others in the process of making meaning. We encourage students to post their work and develop an understanding that products are submitted for viewing and feedback from an audience that extends beyond a teacher or single classroom.
If we hold students to these expectations the same can be said of educators. It might be said for all professions, but teachers learn by doing. Reflecting on personal and professional success and failure leads to growth. Personal growth can be extended to present the productive friction or inspiration others need to be progressive.
As the year begins, let's make a commitment to nurture an environment where professional growth is continuous and that we rely on one another to help fulfill our potential as educators.
The capacity exists within schools to ensure that professional development is a continuous process and not relegated to "special" days on a school calendar. Moreover, control over professional development rests in the hands of each individual. The growth of our global digital infrastructure has enhanced the ability of educators to share experiences across a broad audience of peers and to become engaged in conversations where ideas are openly exchanged. It is in these conversations, both local and global, where professional growth is likely to occur.
There has to be a willingness for educators to see themselves as a source of professional development and be committed towards creating open learning environments. To a certain extent, student expectations should mirror those for professional educators. The dynamic of scholarship is changing. No longer does the top down / single expert in the classroom approach to learning apply (nor did it really ever). We encourage learners to see themselves as sources of information and that individual ideas, research inquiries and conclusions can assist others in the process of making meaning. We encourage students to post their work and develop an understanding that products are submitted for viewing and feedback from an audience that extends beyond a teacher or single classroom.
If we hold students to these expectations the same can be said of educators. It might be said for all professions, but teachers learn by doing. Reflecting on personal and professional success and failure leads to growth. Personal growth can be extended to present the productive friction or inspiration others need to be progressive.
As the year begins, let's make a commitment to nurture an environment where professional growth is continuous and that we rely on one another to help fulfill our potential as educators.
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