Alternate PL-A call to action
At times, a sequence of events is necessary to spark innovation within a well-established and successful program. Examining the data reveals a consistent decline in student scores across all subjects. Rather than addressing the root of the issue, it appears that our districts are merely applying temporary fixes, hoping problems will resolve themselves. We're often reminded of the need for increased rigor in teaching and student engagement, yet these discussions abruptly end. It's crucial to remember that growth must be ongoing, even before obligatory changes challenge effective practices. A superior curriculum must go hand in hand with exceptional professional learning.
As I refine and advance my innovation plan, which aims to implement blended learning in the 4th grade, it's essential to ensure that my district offers professional learning and training that adheres to the principles of a blended learning curriculum. If blended learning represents the future of mainstream education, then the "go-and-show" model is the next step for professional learning. Teachers can no longer be expected to grasp the complexities of a comprehensive curriculum through passive "sit-and-get" information sessions.
To facilitate my school's understanding of the need to update our Professional Development Program, careful planning of the most effective strategy was crucial. I've leveraged the tools acquired from this program to persuade our PD team that this innovative approach to PL will be indispensable as blended learning becomes standard in districts globally. I've created a prototype to demonstrate what a "go-and-show" professional learning model might entail. What follows is a glimpse into the process behind my video concept and the tools I employed to bring my vision to fruition. Ultimately, my goal is to establish an innovative PD that fosters curiosity and continuous growth among educators.
In the realm of professional development, the drive for teachers to learn is often obscured by initiatives that scatter focus. We all know the feeling of passive 'sit-and-get' workshops that yield minimal growth with an absence of sustained support during implementation, and scant inspiration or guidance for creative and out-of-the-box thinking. As I enhance my innovation plan to incorporate blended learning in the 4th grade, it's crucial that my district provides professional learning and training aligned with blended learning curriculum principles. Given that blended learning is poised to be the future of mainstream education, adopting the "go-and-show" model for professional learning is a logical progression.
For my inaugural professional learning session, I've chosen to create a slideshow presentation using Canva, focusing on the five key principles. My plan is to use numerous images with minimal key words to avoid overwhelming the attendees. This approach also prevents me from merely reading off the slides, which is common in our usual professional development sessions. I will begin by inquiring what the attendees know about blended learning and whether they believe it would benefit their students in the classroom. I'm interested in their views on using it in PL meetings and whether the feel it would increase their learning or engagement. Following the discussion, I will draw attention to the room's setup, which reflects a blended learning station rotation model. With a specific topic in mind, I will demonstrate how I would conduct the lesson, treating the attendees as my "students." After this exercise, I will introduce two new topics and divide the group into smaller teams to experience a blended learning setting from both student and teacher perspectives. This provides hands-on experience in both roles. I will circulate to listen and respond to questions, emulating my classroom approach. Later, we will reconvene to reflect on our engagement and learning outcomes, and whether this method surpasses traditional professional development. Finally, we will explore strategies to provide continuous support over the coming months, ensuring everyone is well-trained and supported to successfully implement a blended learning environment in their classrooms.
