Posts Tagged ‘professional development’
As a preface to this post, my belief is that deep learning does not occur through sit and get. Deep learning occurs through experiential, authentic, interactive, collaborative instructional processes. If deep learning is desired for teacher professional development, then it should reflect best practices for teaching and learning.
Professional learning must focus on creating safe and productive spaces for teachers to begin planning and experimenting with the concepts that have been shared. Too often, facilitation centers on giving strategies to teachers rather than coaching them on how to deliver the strategies to students. As a result, teachers leave the session with a toolbox of ideas that are never implemented. Instead, more professional learning time should be spent helping teachers plan, develop materials, and practice delivering the strategies with colleague support. (http://inservice.ascd.org/personalized-professional-development-moving-from-sit-and-get-to-stand-and-deliver/)
When I design teacher PD-related workshops, I am guided by the following principles:
- Teachers need time to tinker, play, and experiment with instructional materials and resources especially with new forms of teaching/learning technologies.
- For skills development, such as using new technologies, scaffolding and increasing complexity should be a strong component of the PD process.
- Teachers need to be offered lots of instructional suggestions and resources so they can tailor their PD learning to their own teaching environments.
- Intentional and active reflection and goal setting should be included to increase the chances of transfer of learning.
Tinkering With Instructional Materials
Teachers and librarians, like their students, need hands-on experience with tools and with playing to learn as that helps them build creative confidence. (https://www.edutopia.org/blog/crafting-professional-development-maker-educators-colleen-graves)
Teachers, during PD, should be provided with time, resources, and materials with which to play. It sets the expectation that they will be active agents of their own learning. It gives them the message it is okay to play and experiment with the materials; that tinkering is often needed as a part of learning new skills.
Scaffolding and Introducing Complexity
As teachers, we have come to learn over the years that we should never expect our students to fully understand a new idea without some form of structured support framework, or scaffolding as the current buzzword defines it. The same, of course, should be the case in supporting learning for our fellow teachers. (http://mgleeson.edublogs.org/2012/03/10/when-it-comes-to-technology-teachers-need-as-much-scaffolding-as-students/)
Once teachers get familiar with instructional materials and resources through tinkering, they should be guided through a series of skills that are increasingly complex; that honor the process of scaffolding. As with tinkering, this should be a hands-on process where teachers can try out these skills with facilitator and colleague support and guidance. As confidence is built through success with basic skills and strategies, more complex skills and strategies will be more welcomed by teachers.
Lots of Instructional Strategies and Resources
Even with fairly homogeneous groups of teachers, their teaching and learning needs can be vastly different. They often teach different groups of students, different grades, different content areas. They often have different backgrounds, years of experience, and personal and professional interests. As such, they should be provided with lots of instructional strategies and resources to help them make direct connections to their own teaching environments. Given the plethora and free resources that can be found online, curated aggregates of resources can be provided to the teachers. Time should be allotted during the PD training for them to examine and discuss these resources with their colleagues.
Transfer of Learning Through Reflection and Goal Setting
Reflection is essential for learning. In order to “make meaning” of an experience, the learner must have an opportunity to reflect on or process the experience. To help ensure that program participants transfer learning and training experiences into real-world applications, we must be intentional about both engaging the learners and creating opportunity for meaningful reflection. (https://www.e-volunteerism.com/volume-xvi-issue-1-october-january-2016/training-designs/enhance_learning)
Facilitators of teacher professional development need to be more intentional to include specific strategies to help insure that learning is transferred in teachers’ educational environments. Reflection and goal setting, two powerful transfer of learning strategies, should be built into teacher professional development.
A Recent Example
Because of on my request, my district gifted education supervisor purchased 3 sets/3 dozen Spheros. As a follow-up, he asked me to facilitate a teacher professional development workshop on their use.
The schedule for this afternoon workshop was:
- Short Introductory video about Sphero in schools: Gain Attention and Provide a Context
- Orienting and Simple Driving the Sphero: Tinkering
- Using the Draw Program: Tinkering
- Video Tutorial and Practice of Simple Block Programming: Increasing Complexity
- Build a Project-Chariot or Tug Boat: Increasing Complexity and Instructional Resources
- Review Curricula for Use in the Classroom: Instructional Resources and Transfer of Learning
- Final Reflections – Sharing about one’s own processes and possible applications in one’s own classroom: Transfer of Learning Through Reflection and Goal Setting
- Email Exchange – for sharing how the use of Spheros are being implemented in the classroom: Transfer of Learning
The slide presentation used and shared with this group of teachers:
Workshop photos showing teacher engagement:
I believe in the importance of participating in ongoing and continuous reflective practice as an educator. This is my reflection on my Cardboard Challenges Maker Education Camp that was taught to twelve 5 to 10 year old learners for five days, 2.5 hours each morning. My Cardboard Challenges webpage of ideas can be found at http://www.makereducation.com/cardboard-challenge.html.
This post is divided into three sections: (1) a rationale for using no tech, minimal cost materials, (2) some of my general observations about how the learners interacted with the materials, the projects, and each other during the camp, and (3) a description of the specific cardboard activities along with my observations how well they worked with the learners.
A Rational for Using No Tech, Minimal Cost Materials
The Cardboard Challenges Maker Education Camp utilized no technology (except for projecting images of example projects on the whiteboard) and low/no cost materials. Many of the discussions about and actions related to integrating maker education into educational environments center around the use of new technologies such computer components (Raspberry Pis, Arduinos), interactive robots for kids (Dash and Dot, Ozobots, Spheros), and 3D printers. These technologies are lots of fun and one of my maker education camps this past summer was Bots and Coding. The learners engaged in these learning activities with high excitement and motivation. Such high excitement, engagement and motivation, though, were also seen at my low tech/low cost maker education camps: LED crafts, Toy Hacking and Making, and Cardboard Challenges.
As a recent NPR article discussed several challenges for maker education. One of them was related to equity issues, providing maker education for all students regardless of income level:
A big challenge for maker education: making it not just the purview mostly of middle- and upper-middle-class white kids and white teachers whose schools can afford laser cutters, drones or 3-D printers (3 Challenges As Hands-On, DIY Culture Moves Into Schools).
In order to adequately address this challenge, it becomes important to speak of making in broader terms; that maker education is so much more than 3D printing, drones, and robots. As Adam Savage from Mythbusters notes:
What is making? It is a term for an old thing, it is a new term for an old thing. Let me be really clear, making is not simply 3D printing, Art Lino, Raspberry Pi, LEDs, robots, laser and vinyl cutters. It’s not simply carpentry and welding and sculpting and duct tape and drones. Making is also writing and dance and filmmaking and singing and photography and cosplay. Every single time you make something from you that didn’t exist in the world, you are making. Making is important; it’s empowering. It is invigorating (Adam Savage’s 2016 Bay Area Maker Faire Talk).
Doing and promoting maker experiences such as cardboard projects have the potential to offset the challenges associated with access and costs as well as provide opportunities for making by all.
General Observations from the Cardboard Challenges Maker Education Camp: How the Learners Interacted with the Materials, Projects, and Each Other
Going with Learners’ Energy and Ideas
During the making activities, I had one learner who often generated ideas for extending the projects we were doing. For example, when we made jet packs (see below), he asked for permission and made a space helmet to go with it. When we made small robots (see below), he proposed making a cardboard house for his robot. The other learners loved his ideas and joined him in these extensions of the make projects. I believe it is important to follow learners’ leads and ideas as it creates energy, motivation, and momentum for learning. Traditional teaching is way too often focused on keeping to an agenda both in time and with the learning activities. I think it is important to grab onto those teachable moments; the moments when learners propose what direction they would like to go. It validates that their voices as students are valued and acted upon.
The Experiential Nature of Maker Activities Makes Them Messy, Loud, and Chaotic
Traditional classrooms are often marked by students quietly at their desks completing the same tasks at the same time. This is opposite of what went on during the Cardboard Challenges Maker Education camp. The classroom was loud, seemingly chaotic and messy. Cutting and working with cardboard creates a mess, but authentic and engaged learning is often messy.
Learning is often a messy business. “Messy” learning is part trial and error, part waiting and waiting for something to happen, part excitement in discovery, part trying things in a very controlled, very step by step fashion, part trying anything you can think of no matter how preposterous it might seem, part excruciating frustration and part the most fun you’ll ever have. Time can seem to stand still – or seem to go by in a flash. It is not unusual at all for messy learning to be …um …messy! But the best part of messy learning is that besides staining your clothes, or the carpet, or the classroom sink in ways that are very difficult to get out … it is also difficult to get out of your memory! (http://www.learningismessy.com/quotes/)
This description marked what occurred during all of the five days of the Cardboard Challenges camp and I believe lots of learning resulted.
Concepts and Skills Naturally Embedded in the Experiential Activities
Concepts and skills became embedded in the experiential activities. Learning of concepts and skills occurred at the time when the campers’ interest and need were the highest. For example, when the learners did the cardboard garages and ramps for toy cars, several concepts were introduced and talked about: inclined plane, angles, rate of acceleration, and weight and density. These discussions and knowledge helped them to better their design their ramps. Their learning had a context and a reason.
The same was true for the the learning of skills. Learners were motivated and attentive when I demonstrated certain cardboard folding and connecting techniques. This also included soft skills such as communicating needs, asking for what they needed, and collaborating with others as they found a genuine need and desire to use them.
Shared and Collaborative Learning: Natural and As Needed
Research supports the use of collaborative and shared learning. The best kind of collaborative and shared learning, I believe, is when it occurs naturally and when needed (similar to the learning of skills as discussed above). Shared learning was evident when the learners created space helmets after one learner started his; when the youngest learner, a 5 year old girl, showed others how to use the shelf contact paper correctly (also demonstrating that learners of all ages and genders had something to contribute to the learning community). Collaborative learning happened when the learners began to individually create their car garages and ramps, and realized that if they combined their creations, they would have cooler and more elaborated structures.
Semi Structured Projects with Simple Photographic Examples Work Well
This elementary age group seemed to respond well to semi-structured cardboard projects. For all of the cardboard challenge activities, I only needed to show the learners a few examples projected on the whiteboard. From these examples, the learners gathered enough information and were able to take off to construct their own modifications of the projects. The cardboard projects became personal as the campers became self-directed learners.
Assumptions About Skill Levels
The educator needs to be an astute observer of how learners interact with instructional materials, and make adjustments if problems arise. How this translated into the cardboard challenge is that I assumed the learners could use transparent tape, hot glue guns, and scissors. I knew the younger ones, the Kindergarten students, would have some problems but didn’t expect this of the older ones, 3rd, 4th, and 5th graders. I observed the learners as they interacted with the cardboard constructing tools. I had transparent tape in the disposable plastic dispensers. Most of the campers had trouble getting it off. I realized that the heavy duty tape dispensers worked better and switched to using those. I used hot glue guns with elementary level kids for years but this group had an especially difficult time using them resulting in minor burns by 3/4 of the learners. I was forced to ban them half way through the week. I needed to change the use of hot glue to duct tape and cardboard screws from the Makedo kits. These may seem like small or inconsequential things but insuring that the learners can effectively use the tools and materials can make the difference in their success with the projects.
Cardboard Challenges: Descriptions and Reflections
This section provides brief descriptions of the activities I did during this camp and my reflections on their degree of success with the learners.
Directions for constructing the jet packs can be found at http://www.kiwicrate.com/projects/Recycled-Jet-Pack-Costume/500 . I spray painted them silver prior to the camp but the kids constructed the rest of their jet packs.
This was a great way to start off the week. All of the learners seemed to enjoy creating them and adding their own personal touches. One of the learners, a 10 year old boy, asked if he could use another box to create a space helmet. I said, “Of course,” and the other learners began to follow their lead (which led me to spray painting the helmets during their recess). I would definitely do this activity again and would facilitate extensions of the activity such as, “Is there anything else you’d like to create to go with your jet pack?’
Directions for a Marble Run can be found http://lemonlimeadventures.com/recycled-marble-run/.
The Marble Run was another very engaging and successful activity. The learners worked on different methods and materials to make the marble run. There were lots of iterations of this project but all the learners were successful in getting their marbles to drop from tube to tube.
I would definitely do this activity again. I would add, though, sketching the marble run designs and patterns on a piece of paper and then on their large pieces of cardboards prior to adding the tubes and other obstacles. I had marbles and small balls available to test the runs but would include additional types of small balls in the future.
Directions for building a version of this can be found at http://frugalfun4boys.com/2015/10/14/how-to-make-a-cardboard-box-marble-labyrinth-game/
This seemed to be another highly engaging activity. I would do this again in the future. I would just include more options to create the maze – e.g., construction paper, cubs, toilet paper tubes – as some of the learners had trouble managing and building the walls out of cardboard.
Cardboard Roll Robot
A version of this project can be found at http://gluesticksgumdrops.com/robot-toilet-paper-roll-craft/. I added the vending machine bubbles for use for heads and feet; and LED lights to light up the head.
I believe the learners found this fun but not overwhelming so. What added to this activity was a learner who asked if he could make a cardboard house for his bot with the other learners then following his lead.
This activity was okay – engaging but not highly engaging. I would do it again as an auxiliary to another activity – e.g., being the characters for a cardboard city.
Basketball Hoop/Ring Toss
I obtained boxes and figured out how to fold them to create a type of basketball arcade game and added the triangle in the front (based off of http://www.artistshelpingchildren.org/boxescardboardboxesartscraftstideasprojectskids.html). I used pool dive rings so the learners can use the ring as both a basketball hoop and a ring toss. After its completion, the learners painted their boxes with poster paint.
Since this was a sports – arcade type of project, I expected high interest and high engagement. The most fun, I believe, was when they painted their games. They didn’t seem to have much interest in playing the game. This also might be that this project had the least wiggle room for personalization. I will probably not include this activity for future cardboard challenges.
Parking Garages and Ramps for Toy Cars
For example directions for the cardboard parking garage, see http://frugalfun4boys.com/2015/02/03/cardboard-box-hot-wheels-car-garage-ramps/. For example directions for car ramps, see http://www.sheknows.com/parenting/articles/1023689/diy-race-car-track-crafts-for-kids.
The learners really jumped into this project. Anything with hot wheel type cars, I believe, are attractive for elementary students. I offered an option to build a zoo to take into account the girls and any boys who wanted such an option. Only one of the three girls at this camp selected the zoo option.
This was a very high interest and engagement activity which is what I expected. What I didn’t expect was how several of the learners ended up joining their structures to create bigger structures. I found that with projects that include buildings and other city structures, the elementary level kids naturally join them together resulting in collaborative work. This also happened during my LED craft camp.
I would definitely do this activity again. In the future, though, I would intentionally build in connecting structures together as a group.
Directions for very similar Pinball Machines can be found at http://www.instructables.com/id/Makedo-Pinball-Machine/ and http://www.artistshelpingchildren.org/kidscraftsactivitiesblog/2011/02/how-to-make-simple-pinball-machine-with-recycled-materials-crafts-project-for-kids/. To prepare for this activity, I cut the boxes as can be seen the picture below. To the plans, I added the use of shelf contact paper to cover the pinball cardboard face.
This was also a high engagement activity, but parts of creating the pinball machine were difficult for most of the learners, e.g., adding flippers. One of the highlights for learners, I believe, was the use of the Makedo kits. First, the screws take the place of adhesives such as hot glue, tape, etc., and second, the learners got the chance to use and learn how to use simple tools: saw, screw driver, screws. Both the kids and I loved these kits and I would use them again for the cardboard challenges.
We worked on the pinball machines for about 3 hours and only two of the learners were able to add their pinball flippers. I would do this activity again but would spend more time preparing the boxes ahead of time. I would cut the holes for the flippers, ball catchers, and as I spent a lot of time doing this during the activity. I would also plan for more time to put the finishing touches on them.
One of my learners’ favorite things to do at my maker education summer camps is taking toys apart – breaking them and then putting back together in another form. This got me thinking that breaking things should be part of every teacher’s and learner’s education. These include:
- Breaking physical objects apart to see their components and how they work.
- Breaking apart how the physical classroom is set up and letting learners help create the setting where they will learn.
- Breaking down barriers of communication . . between educators and learners; between learners and other learners; between the school and parents; between school and the community; between the community of learners and the rest of the world.
- Breaking apart and crushing stereotypes about different genders, ages, ethnicities, and sexual orientation when age appropriate.
- Breaking down walls that keep schools isolated from the world outside of those walls.
- Breaking attitudes that “we’ve always done it that way.”
- Breaking a system that believes children should be grouped by age and grade.
- Breaking (and throwing away forever) the current assessment systems and the related belief that standardized tests actually measure student performance and achievement.
- Breaking apart the idea and practice that children and youth cannot nor should not be teachers.
- And one big NOT . . . NOT breaking the natural passion and excitement that humans have to learn.
These are just my initial thoughts. What would you add to this list of breaking things as a form of education? I want to create an infographic on this list so please add to it!
For the past two summers, I have gotten the marvelous opportunity to teach maker education camps to elementary level students, ages 5 to 12. Each week has a different theme and each theme meets for the five weekdays from 9:00 to 12:00 with a half hour break. Our first week’s theme was on Toy Making and Hacking. Here are the webpages of resources I aggregated on these maker activities:
- DIY Science Toys – http://www.makereducation.com/diy-science-toys.html
- Toy Take Apart – http://www.makereducation.com/toy-take-apart.html
Below is a list of activities completed with the students along with descriptions and my reflections on the degree of success with these activities.
- Stomp Rockets
- Colorful Gears
- Candy Gobbler
- Small Toy Take Apart
- Portable Gaming Devices Take Apart – Invent a New Game
- 1/2″ PVC Pipe (cut into 36″, 3 x 12″; 6″ segments – one set per participant.
- 1/2″ right angle joints – 3 per participant
- 1/2″ cross joints – 1 per participant
- cotton balls
- transparent tape
I made some minor modifications of plans presented at http://www.instructables.com/id/Paper-Stomp-Rockets-Easy-and-Fun/. For the camp, I had each camper make his or her own launcher. One or two launchers, though, would have been fine for this activity.
I was excited to begin our week together with this activity as it is high impact. I did stomp rockets before with this age group a few years back. What I didn’t anticipate was the difficulty the campers would have making their rockets. They had trouble rolling the magazine pages around the PVC pipe and taping everything together. I was actually a little baffled that they couldn’t do these not too difficult hands-on tasks. As such, their rockets didn’t perform as they should off and several campers were very disappointed.
I would like to do this activity again in the future. If so, I would (1) do it later in the camp week, and (2) concentrate more on making the rockets insuring that the kids build fairly functional rockets.
- business cards
- cell phone motors
- double stick tape
- transparent tape
The following plans were developed by Howtoons and can be found at http://www.howtoons.com/?page_id=3475
The maker campers really loved this activity. They all were successful is getting their Gami-bots to move. They even invented a game using the floor tiles whereby they placed all of their Gami-bots inside the tile and the last Gami-bot left inside the boundaries of that tile won. I had one of the campers’ mother ask if I could do maker activities for her son’s birthday. This was one of the projects she requested.
- laser cut gears of assorted sizes
- magnets (6x6mm 1/4″X1/4″)
- magnetic boards
- permanent markers
I had seen something similar at an EdTech conference but out of wood. Instead of wood, I laser cut the gears out of acrylic. I used http://geargenerator.com/ to get the size of interlocking gears I desired and sized the middle holes to be a little bigger than 1/4″ to fit the magnets. This site produced files I used with the laser cutter at a local makerspace. I had the campers color their gears with permanent markers and then attach them to magnetic boards using the magnets as pivot points.
I was really excited about this activity. I think gears are lots of fun. I also thought that by having the campers color and create their own patterns would increase interest. I was wrong. They did the activity, seemed to like it okay, but were ready to move on once they did a single gear connection. I attempted introducing group collaborative creations as can be seen in the right photo above. A few were interested but not with overwhelming enthusiasm. I probably won’t be doing this activity again.
Mad Monster Candy Snatch Game
- 2 liter bottle
- Doorstop spring
- Aluminum foil
- copper tape
- 5 MM LED lights
- Batteries and terminal connections
- Double sided alligator cables
- Candy or prizes for the gradding
I modified the plans presented at http://makezine.com/projects/make-41-tinkering-toys/monster-candy-game/.
I simplified this design by creating parallel circuits to have the LED eyes light up if the Tweezers touch the wired mouth (similar to a DIY operation game – see http://www.makereducation.com/operation-game.html).
I knew this would be a difficult one and warned the campers of the high difficulty level. Most kids had some problems getting their gobble monster to work so I asked them to reflect on their learning experiences:
Last summer I asked the campers to make Operation Games. All were successful so for future camps, I’ll stick with the Operation Game.
Toy Take Apart and Create Something New
- Small Toys-Electronics (bought from the Dollar Store)
- Handheld Games (bought a box from ebay and from local thrift store)
- Screwdrivers-hammers to take the toys apart
- Hot Glue and/or Solder to create new toys
See http://www.makereducation.com/toy-take-apart.html for information and resources about doing toy take aparts and hacking. My biggest rule for doing toy take aparts is that the kids need to create something new – a new invention, a new toy, something to make the world better. It isn’t just about taking things apart, it is about using those parts to make something different . . . new . . . better. Below are a few of the maker education campers explaining their hacks:
Toy Take Aparts are always successful. The kids sometimes get frustrated trying to take the toys apart but with a hammer (used by me), we can break apart the most stubborn of toys. I love seeing the kids reactions as they find out what’s inside of an electronic toy and seeing them use their creativity to make something new out of the parts. This is a keeper!
Maker education is currently a major trend in education. But just saying that one is doing Maker Education really doesn’t define the teaching practices that an educator is using to facilitate it. Maker education takes on many forms. This post provides an overview of how maker education is being implemented based on the teaching practices as defined by the Pedagogy, Andragogy, Heutagogy (PAH) continuum.
created by Jon Andrews
Traditionally, Pedagogy was defined as the art of teaching children and Andragogy as teaching adults. These definitions have evolved to reflect teacher practices. As such, andragogical and heutagogical practices can be used with children and youth.
PAH within a Maker Education Framework
The following chart distinguishes and describes maker education within the PAH framework. All teaching styles have a place in Maker Education. For example, pedagogical practices may be needed to teach learners some basic making skills. It helps to scaffold learning, so learners have a foundation for making more complex projects. I do, though, believe that maker education projects and programs should go beyond pedagogical oriented teaching as the overriding goal of maker education is for learners to create something, anything that they haven’t before.
- Pedagogy – How well can you create this particular maker education project?
- Andragogy – How can this prescribed maker project by adapted and modified?
- Heutagogy – What do you want to make?
Overall Purpose or Goal
- Pedagogy – To teach basic skills as a foundation for future projects – scaffolding.
- Andragogy – To provide some structure so learners can be self-directed.
- Heutogogy – To establish an environment where learners can determine their own goals, learning paths, processes, and products for making.
Role of the Educator
- Pedagogy – To teach, demonstrate, help learners do the maker education project correctly.
- Andragogy – To facilitate, assist learners, mentor
- Heutagogy – To coach, mentor, be a sounding board, be a guide very much on the side.
- Pedagogy – Use of prescribed kits, templates; step-by-step directions and tutorials.
- Andragogy – Use of some templates; learners add their own designs and embellishments.
- Heutagogy -Open ended; determined by the learner.
- Pedagogy – A maker project that looks and acts like the original model.
- Andragogy – A maker project that has some attributes of the original model but that includes the learner’s original ideas.
- Heutagogy – A maker project that is unique to the learner (& to the learning community).
A flexible and risk-taking mindset rather than a fixed one will benefit all stakeholders in an educator’s realm: the educator’s learners, colleagues, her or his learners’ families, the community, the field of education-at-large, and of course, the educator him-or herself.
Mindset is defined as “a set of assumptions, methods, or notations held by one or more people or groups of people that is so established that it creates a powerful incentive within these people or groups to continue to adopt or accept prior behaviors, choices, or tools.” (https://en.wikipedia.org/wiki/Mindset)
Given today’s climate in education systems, one based on accountability, scripted curriculum, and teaching to the teach, far too many teachers develop a fixed mindset. Many educators feel forced into a paradigm of teaching where they feel subjected to teaching practices outside of their control. Then when they are asked to engage in a process of continued growth and development, many profess: “I don’t have enough time.”, “I don’t have enough resources.”, “I need more training.”, “I need to teach using the textbook.” ,”I need to teach to the test.”, “I might lose control of the class.”, “I have always successful taught this way.”
What happens way too often is that given these restraints, educators develop feelings of powerless and of learned helplessness. This leads to developing beliefs that they have no freedom to take risks nor to try out new things in their classrooms. Sadly, though, this becomes an over-generalization.
It is a myth that we operate under a set of oppressive bureaucratic constraints. In reality, teachers have a great deal of autonomy in the work they chose to do in their classrooms. In most cases it is our culture that provides the constraints. For individual teachers, trying out new practices and pedagogy is risky business and both our culture, and our reliance on hierarchy, provide the ideal barriers for change not to occur. As Pogo pointed out long ago, “we have met the enemy and it is us.” http://www.cea-ace.ca/blog/brian-harrison/2013/09/5/stop-asking-permission-change
Instead of this type of fixed and paralyzing mindset, educators should focus on having a flexible and risk-taking mindset. I know that these qualities can be part of a growth mindset which is usually discussed in terms of a growth vs. a fixed mindset. I wanted, though, something specific to educators that signifies their willingness to keep evolving and building their professional skills.
What follows are some strategies educators can use to develop, further develop, and maintain a flexible and risk-taking mindset:
- Develop an awareness when you enter the status quo and mediocrity complacency. Recognize it. Revisit it often. Talk about it. Shake yourself out of it in any way possible! Interestingly, Mr. C. discussed this in a very recent blog post.
I developed an “If it ain’t broke why fix it” attitude. By being comfortable and satisfied with the status quo had I stopped learning, innovating, moving forward…being successful? (Does the Status Quo Make you Comfortable?)
- Engage in continuous reflective practice. As I discussed in Where is reflection in the learning process?, educators need to be engaged in ongoing reflective practice to stay fresh and invigorated, and to insure that your actions in the learning environment are done with intentionality.
The critically reflective habit confers a deeper benefit than that of procedural utility. It grounds not only our actions, but also our sense of who we are as teachers in an examined reality. We know why we believe what we believe. A critically reflective teacher is much better placed to communicate to colleagues and students (as well as to herself) the rationale behind her practice. She works from a position of informed commitment. She knows why she does and thinks, what she does and thinks. Stephen Brookfield
- Establish both face-to-face and online personal/professional learning networks with other educators and other professionals, ones who try to live their professional lives with a flexible and risk-taking mindset.
- Try and learn new things in the classroom modeling taking risks and being a lead learner. As A.J. Juliani notes in 10 Risks Every Teacher Should Take With Their Class:
As I work with students and teachers there is one common thread that the “stand-out” classrooms share: They take risks. Not only do these students and teachers take learning risks, but they also take them together. They are partners in the learning process, where the teacher is the “lead learner”. A.J. Juliani
- Attend conferences, workshops, and other professional development opportunities outside of your comfort area . . . way outside of your comfort zone.
The bottom line becomes focusing on what can work rather than what is not working. This is not to devalue the obstacles that teachers face. It becomes about noting where change is possible and making some small changes in teaching. Small changes often result in larger, more systemic change.
. . . and sometimes having a flexible and risk-taking mindsets makes an educator an outlier educator in his or her school environment and it takes courage to be an outlier educator.