LessonCast helps learning communities design professional development that targets specific needs and changes instructional practice. We support a continuum of professional learning that spans support for teachers new to the classroom, experienced teachers with expertise to share, and leaders guiding a community in improving instruction. The Common Core Conundrum – Why We Can Set the How or the What but not Both
2013-05-02 12:17:50
Once upon a time, I learned that in leading a school initiative I could specify the how or I could s...
Posts Tagged 'professional development'
The Common Core Conundrum – Why We Can Set the How or the What but not Both
Once upon a time, I learned that in leading a school initiative I could specify the how or I could specify the what, but if the initiative was to be successful I couldn’t specify both. As a school and district leader, one of my key roles was to facilitate a collective vision – establish the what that we were working towards. I could also set specific procedures or require a process to be followed. If I tried to mandate both – the what and the how – for a single …
Edtech and the Public Trust
Chris Lehman’s call to arms for those of us in education to remember that we have a responsibility to hold the public trust resonated with me. As a co-founder of an edtech company, LessonCast Learning, and curriculum and professional developer in a large district, I take this responsibility very seriously. I share Chris’ disappointment when this trust is violated, and unfortunately, as Chris indicates, it seems to happen too often. Of course, cheating scandals, and covering up cheating scandals are clear-cut violations. However, when we’re not thoughtful about finding the …
The Adult Learner (Applying Malcolm Knowles)
Adult learners have different needs than our students, so we need to design professional development differently. (Think andragogy vs. pedagogy. This piece, focusing on Malcolm Knowles, will be the first of several that examine different theoretical lenses about teaching the adult learner while keeping them practical. ) When designing professional learning, I try to consider the following five adapted from Malcolm Knowles’ assumptions (in italics) about the adult learner because they still feel relevant today: 1. Adults need to know the reason for learning something (relevance). Teachers and administrators need …
How I am Going to Change the World
2:15 pm on the first full day of ISTE 2012. I grabbed an exorbitantly priced Naked juice and slid into a seat to hear Adam Bellow’s presentation, “A Funny Thing Happened on the Way to the Future.” I am among hundreds of other educators packed in the room waiting for the presentation to begin. At first, I’m impressed by the mood music and gripping slideshow, highlighting powerful quotes related to the state and purpose of education. As the presentation launches – if you have seen Adam launch is an appropriate …
Can Technology Solve Education’s Woes?
About 26 minutes into his weekly podcast with Audrey Watters, Steve Hargadon asks the astute question: Are there times when we’re tricked into thinking that technology is going to solve problems that are not easy to solve? As much as we want to believe, the perfect tech tool is not going to be developed that will solve all of our education problems. Why not? Because changing teacher practice is hard work; changing practice on a school level is even more difficult. Education companies that promise to solve all student achievement problems without …
Summer Reading Suggestions
As the school year draws to a close, I’m inspired to create a Summer Reading List. I’ve started with a few recommendations that have influenced the way I make sense of the world, I’ve added others that I’m eager to dive into, and I hope others will share their suggested gems. Made to Stick by Chip Heath, Dan Heath The author’s SUCCES acronym for sticky ideas has multiple applications for getting people (even students) to care about ideas and move into action. Great read that also suggests other insightful books …
