Professional Learning & Good Teaching Practice

In response to AISV webquest on effective teaching strategies.

Having entered IT teaching only in the last few years, I have tried to seek out PD that will give me the skills I need to better student learning in the IT classrooms I work in.  As things have changed so rapidly in the online world, there have been a myriad of new things to consider.

One of my greatest strengths in utilising online technologies in teaching is my willingness to ‘play’ with new tools.  One of my colleagues once noted that I am ‘fearless’ in the classroom and will trying anything.  The same is true with web tools – I’ll try anything once.
The fallback on this is that sometimes things do fall over, or in my excitement at unleashing something new on the students, I don’t think things all the way through, and could produce a better model or a better prepared activity.
Another downside to this is losing track of the ‘big-picture’ in the culture we are trying to create within the classroom.  It is easy to lose sight of the bigger goal in favour of the exciting new tool.  One thing I can work on in regard to good practice is to always work back to the same teaching goal – better understanding of the topics at hand.

I am also a big proponent of the ‘play and learn’ approach.  Rather than standing and speaking from the front, I would prefer to build something that kids can work through or play with, and ‘learn while they are not looking.’  Unfortunately not all students are as creative as some, and prefer to hear information that they know is correct.  The other downside is that in leaving kids to work on something to get concepts into their head, they sometimes lack feedback unless this is diligently followed up.

The other concept that features in the source documents is research.  One thing that teachers struggle with in general is in finding time for the important but not urgent things that enhance effective teaching – reflection is one of these.  I have noted on many occasions that teachers have a habit of  ‘talking shop’; given a little time to consider the fruitfulness of their endeavours, they will always natter on for hours about their kids or what worked in class last week.  Formalise this with structured discussion and emprical evidence and we would have a powerful tool to see how well things are progressing in our classrooms.  But the time…….

The source document on research also points out that the public benefits when proper research and reflection is carried out.  I have sensed, as my skills in using online learning tools has grown, that it is of great importance to share this with others.  Being a PD leader in my school community, I try to drop tid-bits of clever tools to my peers whenever I can.  Yet there are probably ways of sharing new tools in a public way amongst my school community that can be effective on a wider scale.  I have considered using a public forum to drop new ideas and examples of neat things my peers are doing out there, but again it all comes down to hours in the day.