https://padlet.com/dulbedav/muc4mc1pwsjp (Week 4 EDTC 640) en-us 2017-06-17 23:10:56 UTC 2026-01-03 16:15:40 UTC hello@padlet.com dulbedav https://padlet.com/dulbedav/muc4mc1pwsjp/wish/176739475 Revisit my personal reflection on PD from earlier in the semester (May 2017). ]]> 2017-06-17 23:12:53 UTC https://padlet.com/dulbedav/muc4mc1pwsjp/wish/176739475 dulbedav https://padlet.com/dulbedav/muc4mc1pwsjp/wish/176739679 Sarah Layton quotes Cristina Costa in an article that explains why teachers may be reluctant to new technology. I can agree but also disagree with this mentality. 

Agree -> When it comes to literal and physical skills (i.e. hammering a nail, doing a kart wheel, riding a bike, etc.) humans are more likely to reteach the same strategy/ies that they were taught. 

Disagree -> Good teachers are a special breed whose mindsets use differentiated teaching methods by default. In other words, teachers do not necessarily think to teach fractions the way they learned. A teacher planning a lesson on fractions thinks to him or herself... how will my students best learn]]> 2017-06-17 23:20:35 UTC https://padlet.com/dulbedav/muc4mc1pwsjp/wish/176739679 dulbedav https://padlet.com/dulbedav/muc4mc1pwsjp/wish/176740058 #1 When teachers "own" the way in which they are being assessed they are more likely to be receptive to critical and constructive feedback. This is similar to SLO's at my school. Since teachers create their own Student Learning Objectives they own the data and they own the way in which their teaching is being evaluated. Part of the SLO process includes taking PD into your own hands to see that your students meet the objective you defined. 

#2 Just like anything in this world... PRACTICE MAKES PERFECT! There are no perfect teachers but it is important that teachers refine their practice. They can do so by continually implementing a new tool, app, or strategy until they feel comfortable. 

#3 I have always stated that the best PD is the kind that can be implemented into tomorrow's lesson. Teachers will be more inclined to use a new strategy or tool if they are guaranteed immediate success. They also will be more likely to try something new if it solves a current problem. 

#4 Teachers likely seek out PD that can address their current needs. In other words, a teacher who is successfully teaching his/her students how to add decimals and has 100% of their students achieving this standard is not going to seek out an app that teaches students how to line up decimal numbers. ]]> 2017-06-17 23:31:33 UTC https://padlet.com/dulbedav/muc4mc1pwsjp/wish/176740058 dulbedav https://padlet.com/dulbedav/muc4mc1pwsjp/wish/176740283 Knowles' Principle 3 and Principle 4 are copied below:

3. Adults are most interested in learning subjects that have immediate relevance and impact to their job or personal life.
4. Adult learning is problem-centered rather than content-oriented. (Kearsley, 2010)

As I develop my DTTP I'll need to consider PD that teachers NEED! In other words, I think about one of the current problems in our district such as effectively administering Cornerstone Tasks. I believe that SMART Amp is a tool that can make this way easier for students and teachers. This will be my selling point for this particular PD module. ]]> 2017-06-17 23:45:09 UTC https://padlet.com/dulbedav/muc4mc1pwsjp/wish/176740283 dulbedav https://padlet.com/dulbedav/muc4mc1pwsjp/wish/176740368 Pink's trifecta of internal motivations has taught me that I need to rethink the way teachers will be rewarded for completing PD during my DTTP. Specifically, if a task is too complex then the concept of higher incentives will not work. Instead I need to consider these three principles for my DTTP:

Autonomy - Provide teachers with the opportunity to seek out PD that will solve one of their own problems (Knowles' 3rd principle).

Mastery - Provide teachers opportunities to get better at something!

Purpose - Students ask "why do we need to learn this?" Teachers can and should ask this too!


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