Date of publication: 2017-07-09 10:23
Demonstrate cultural competency when communicating with students, parents and colleagues and interact with them as co-collaborators in student learning.
Having devices and connectivity is one thing. Using those tools to successfully drive digital age learning, integrate technology across subject areas and help students become respectful digital citizens is something else altogether. We offer a wide range of professional learning services to help you, your team and your entire organization gain the know-how you need to advance all aspects of digital age learning.
The format and content of professional learning activities are vitally important and must be thoughtfully addressed. But just as you must decide a journey's destination before you can determine the best route, you must clarify the goals you want to achieve in terms of better educator practice and improved student learning before you can judge the value, worth, and appropriateness of any professional learning activity.
Inform instruction: Analyzing assessment data to adjust current instruction or iterate on future instruction. Applies to both class-wide and individual student instruction approaches.
Exploration: Experimenting with new tools and resources for learning and being open to calculated risk-taking and productive failure for continuous learning.
The professional learning community model has now reached a critical juncture, one well known to those who have witnessed the fate of other well-intentioned school reform efforts. In this all-too-familiar cycle, initial enthusiasm gives way to confusion about the fundamental concepts driving the initiative, followed by inevitable implementation problems, the conclusion that the reform has failed to bring about the desired results, abandonment of the reform, and the launch of a new search for the next promising initiative. Another reform movement has come and gone, reinforcing the conventional education wisdom that promises, “This too shall pass.”
In a traditional classroom, the teacher is always in control, so for many of you, the thought of giving up that control can be a little scary. However, studies are showing that by giving your students some control on how they will learn can be very beneficial for them. It gives students a sense of confidence and pride in their work. It also gives them a sense of purpose and motivation. Ease into this goal by giving students a few options to choose from. This way you still will have a sense of control, and the students will also feel in control when they get the chance to choose how they will be learning.
Let’s face it, learning can be boring. Make it fun by turning worksheets into games, and lessons into experiments. Take learning outside and give your students more choices. Make it your mission to make learning fun each and every day. If you think the lesson is boring, imagine if you were the student who had to do it. Put yourself in your students’ position and think about if you were a child how you could make it fun.
Safe practices: Interactions that keep you out of harm’s way, for example, knowing the identity of who you are interacting with how much and what kind of information you release online and protecting oneself from scams, phishing schemes and poor purchasing practices (e-commerce theft).
Do you make teacher professional development goals for yourself? If so, what are they? Please feel free to leave your goals in the comment section below, we would love to hear what you want to improve upon.
Reflect on their learning: Use digital tools to reflect on the process of learning, successes and areas for improvement, and to set goals for future adjustments to improve learning focus, process or approach.
Interact as co-collaborators in student learning: In learning, cultural competency takes the experiences and identities of all parties as a sign of the uniqueness of each class and of each student. Thoughtfulness in designing learning experiences that consider cultural identities can enhance student learning and improve collaboration and communication with parents or guardians and other stakeholders.
Computational thinking: A problem-solving process that includes, but is not limited to, the following characteristics: formulating problems in a way that enables us to use a computer and other tools to solve them logically organizing and analyzing data representing data through abstractions such as models and simulations automating solutions through algorithmic thinking (a series of ordered steps) identifying, analyzing and implementing possible solutions with the goal of achieving the most efficient and effective combination of steps and resources and generalizing and transferring this problem-solving process to a wide variety of problems.