Inspired Technology Leadership to Transform Teaching & Learning
Sunday, May 17, 2015
Breaking Free From A Culture of Dependency With Professional Development Trainings
How are you breaking free from a culture of dependency when it comes to "hand holding" some teachers with Professional Development training's, and instead empower educators and lead with a focus on centered- leadership, as a challenged based teaching and learningmodel for staff in-services?
I pose this question as there are still a lot of teachers needing/wanting/demanding the "cookie cutter approach" or "hand holding" or "spoon feeding" when it comes to professional development training. They want you to show them but also want you to do it for them when it comes to learning something new. The self-directed and self-motivated teacher is lacking in our educational system, but how can we change this teaching and learning scenario?
I have come to realize the importance of modeling many new types of new learning through varied and active learning strategies in my training's. My continued focus will be to jump
start most of my F2F training's with a game-infuse learning challenge and throughout the day of training- as a collaborative team setting. Setting up educators in "dynamic duo's or transformation trio's" collaborative groups, is necessary so all learners can experience a safe game-infuse challenge, and work on the challenge in a team setting. When given a challenge singally, many teachers may struggle to solve the challenge or feel they are falling behind by the competitiveness from other teachers. We do not want teachers feeling isolated as a single "lone ranger" to be left out in the dark and give up on the challenge on their own, when in all actually they need to be social and to interact, and actively listen from one another to showcase how creative they truly area. This modeled strategy of creating collaborative groups as "dynamic duo's or transformative trio's" allows for me as the facilitator to now rotate through to meet with each group individually, to actively listening to their problem solving and reasoning skills, to document accountability from each team member, and to interject only where necessary more critical thinking questions to have teams think more deeply about the topic. That's when the real learning takes place, and I as a facilitator am now their guide - to reinsure I am still there within reach, but letting the teams dig into active learning through discovery from their peers.
To ensure each team member is pulling their weight, I also assign student job task cards to each participant to be accountable for their individual effort to contribute to team success of the learning process. I have linked the varied student job task cards with their assigned tasks, and I have created for you to use. You can print off the student job task cards, and cut out and place in a badge holder attached to a lanyard. This visual badge allows for me as the instructor to see who is doing what in each group when I do my MWA's - "Mobile Walk Around's" and this is key for me as the instructor for documentation of accountability for each individual learner in the group.
So in conclusion, how are you going to model, implement and empower educators or students with a "centered- leadership, challenged based teaching and learning model" for your next staff in-service or student led activity? Can't wait to hear your ideas.
This post is also cross referenced in the Intel Engage Community- come on over to join thousands of educators world wide in this free, active and collaborative online community with mny game-infused learning challenges. https://engage.intel.com/message/145912#145912