Since I began this master’s program, every video I have watched and research article or paper I have read, has inspired me to influence change in education. Last week, I was excited to provide teachers at Salvador with professional development on the Google compatible Web Tool from Ramsey’s class called “Video Not.es.” I had teachers take notes as they watched the video by Sir Ken Robinson, “Animate – Changing Education Paradigms.” Through this professional development experience, teachers learned a web tool as they watched a video supporting the paradigm shift in education. The process of change can be challenging, but we must not sit back idly and hope for change, we must begin implementing change.
From the information on the “Flipped Classroom” and “CBL,” I decided to apply these concepts from the perspective of a coach and educational leader. After watching Ramsey’s video in which he applies, “Explore-Flip-Apply,” it became evident that this same process can be applied to professional development. First, we must “hook” the teacher with a focus that interests and stimulates learning. With some teachers reluctant to learn or add new learning experiences for their students, the “hook” will require some research. Through the “hook,” we must show teachers how they will benefit from a new process. An example of this might be applying the “Flipped Classroom” ideology, which might entail showing teachers how a Kahn Academy video can support their classroom instruction. Teachers become reluctant to learn if they think the new technique will increase their work hours. If we can determine a creative manner in which to provide teachers time to explore and learn, the process will be more successful.
Another approach for instilling change in a school environment is to spend a year focusing on a project modeled after “Challenge Based Learning.” Instead of focusing on a world issue, the focus would be on a school issue. For example, the school may want to increase the use of web 2.0 tools. Perhaps the Big Idea for the school could be, “Technology” and the Essential Question, “ How can each grade level incorporate a web 2.0 tool into instruction and/or student published work?” Teachers can work together to explore one segment of a project.
Based on research by Daniel Pink, teachers would be given the autonomy to select a web 2.0 tool that is engaging and appropriate for their students’ grade level. The teachers would experience mastery in one web tool, which may give them the desire to master additional web tools. Finally, as grade level technology projects are shared through a team approach (possibly including students in the process), the teacher will feel a sense of purpose. Imagine the power and sense of purpose from this project. When the project begins, students do not have knowledge of a single web tool. By the conclusion of the project, all students in the school can use at least one web tool.
Now the school-wide project can be expanded. With increased knowledge, teachers may be more willing to continue learning. Students could be given the opportunity to cross train and learn more web tools. This project could be broadened so students learn one new tool per quarter or trimester. As students and teachers are empowered to enhance the project, transformation within the school can occur. This would result in a successful “Challenge Based Learning” school-wide experience and give teachers a sense of purpose.
In theory, this would be a successful model, however, elementary teachers currently feel a high level of stress with numerous mandates implemented in the past five years. As leaders, we need to continue encouraging teachers while showing them the importance of change in education. Once teachers take on the challenge to change, we must support and empower them.
From the information on the “Flipped Classroom” and “CBL,” I decided to apply these concepts from the perspective of a coach and educational leader. After watching Ramsey’s video in which he applies, “Explore-Flip-Apply,” it became evident that this same process can be applied to professional development. First, we must “hook” the teacher with a focus that interests and stimulates learning. With some teachers reluctant to learn or add new learning experiences for their students, the “hook” will require some research. Through the “hook,” we must show teachers how they will benefit from a new process. An example of this might be applying the “Flipped Classroom” ideology, which might entail showing teachers how a Kahn Academy video can support their classroom instruction. Teachers become reluctant to learn if they think the new technique will increase their work hours. If we can determine a creative manner in which to provide teachers time to explore and learn, the process will be more successful.
Another approach for instilling change in a school environment is to spend a year focusing on a project modeled after “Challenge Based Learning.” Instead of focusing on a world issue, the focus would be on a school issue. For example, the school may want to increase the use of web 2.0 tools. Perhaps the Big Idea for the school could be, “Technology” and the Essential Question, “ How can each grade level incorporate a web 2.0 tool into instruction and/or student published work?” Teachers can work together to explore one segment of a project.
Based on research by Daniel Pink, teachers would be given the autonomy to select a web 2.0 tool that is engaging and appropriate for their students’ grade level. The teachers would experience mastery in one web tool, which may give them the desire to master additional web tools. Finally, as grade level technology projects are shared through a team approach (possibly including students in the process), the teacher will feel a sense of purpose. Imagine the power and sense of purpose from this project. When the project begins, students do not have knowledge of a single web tool. By the conclusion of the project, all students in the school can use at least one web tool.
Now the school-wide project can be expanded. With increased knowledge, teachers may be more willing to continue learning. Students could be given the opportunity to cross train and learn more web tools. This project could be broadened so students learn one new tool per quarter or trimester. As students and teachers are empowered to enhance the project, transformation within the school can occur. This would result in a successful “Challenge Based Learning” school-wide experience and give teachers a sense of purpose.
In theory, this would be a successful model, however, elementary teachers currently feel a high level of stress with numerous mandates implemented in the past five years. As leaders, we need to continue encouraging teachers while showing them the importance of change in education. Once teachers take on the challenge to change, we must support and empower them.