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"Please, No More Professional Development! By Peter DeWitt on April 17, 2015 8:10 AM Today's guest blog is written by Kristine Fox (Ed.D), Senior Field Specialist/Research Associate at Quaglia Institute for Student Aspirations (QISA). She is a former teacher and administrator who has passion for teacher learning and student voice. Kris works directly with teachers and leaders across the country to help all learners reach their fullest potential. Peter DeWitt recently outlined why "faculty meetings are a waste of time." Furthering on his idea, most professional development opportunities don't offer optimal learning experiences and the rare teacher is sitting in her classroom thinking "I can't wait until my district's next PD day." When I inform a fellow educator that I am a PD provider, I can read her thoughts - boring, painful, waste of time, useless, irrelevant - one would think my job is equal to going to the dentist (sorry to my dentist friends). According to the Quaglia Institute and Teacher Voice and Aspirations International Center's National Teacher Voice Report only 54% percent of teachers agree "Meaningful staff development exists in my school." I can't imagine any other profession being satisfied with that number when it comes to employee learning and growth. What sense does it make for the science teacher to spend a day learning about upcoming English assessments? Or, for the veteran teacher to learn for the hundredth time how to use conceptual conflict as a hook. Why does education insist everyone attend the same type of training regardless of specialization, experience, or need? As a nod to the upcoming political campaigns and the inevitable introduction of plans with lots of points, here is my 5 Point Plan for revamping professional development. 5 Point Plan Point I - Change the Term: Semantics Matter We cannot reclaim the term Professional Development for teachers. It has a long, baggage-laden history of conformity that does not

"Regardless of whether you think every infant needs an iPad, I think we can all agree that technology has changed education for the better. Today's learners now enjoy easier, more efficient access to information; opportunities for extended and mobile learning; the ability to give and receive immediate feedback; and greater motivation to learn and engage. We now have programs and platforms that can transform learners into globally active citizens, opening up countless avenues for communication and impact. Thousands of educational apps have been designed to enhance interest and participation. Course management systems and learning analytics have streamlined the education process and allowed for quality online delivery. But if we had to pick the top ten, most influential ways technology has transformed education, what would the list look like? The following things have been identified by educational researchers and teachers alike as the most powerful uses of technology for learning. Take a look. 1. Critical Thinking In Meaningful Learning With Technology, David H. Jonassen and his co-authors argue that students do not learn from teachers or from technologies. Rather, students learn from thinking-thinking about what they are doing or what they did, thinking about what they believe, thinking about what others have done and believe, thinking about the thinking processes they use-just thinking and reasoning. Thinking mediates learning. Learning results from thinking. So what kinds of thinking are fostered when learning with technologies? Analogical If you distill cognitive psychology into a single principle, it would be to use analogies to convey and understand new ideas. That is, understanding a new idea is best accomplished by comparing and contrasting it to an idea that is already understood. In an analogy, the properties or attributes of one idea (the analogue) are mapped or transferred to another (the source or target). Single analogies are also known as sy

"The Managing Complex Change model puts language to that which makes some schools successful while others struggle. The model looks at five components necessary to create a desired environment. These include vision, skills, incentives, resources, action plan. If any one piece is missing the model indicates results schools will experience including change, confusion, anxiety, gradual change, frustration, and a false start. When thinking of successful schools such as Science Leadership Academy, The MET, The Island School, The iSchool, you will find they have all those components in place. On the other hand, when I hear teachers lamenting about their school failures, the model brings clarity to the fact that one or more of these components are missing. Below is the chart that lays this out. Following the chart, I'll take a look at what each missing component might look like in a school environment. As you read, consider which, if any are components, are missing at your school. save image Lack of Vision = Confusion When I hear exasperated teachers spinning their wheels, working so hard to get ready for all the various mandates and requirements, but never feeling a sense of accomplishment, it is clear there is not a tangible school vision that has been communicated. In some cases this is because what is being imposed does or can not reconcile with what the school wanted for their vision. Skill Deficit = Anxiety My heart goes out to those with a skill deficit. They are required to implement a curriculum they are not trained in using or being evaluated via measures with which they are not familiar. Or…they are put into a position they were not trained for or prepared to embrace. Social media provides a great medium for helping these teachers get up to speed, but when the outreach occurs, the anxiety is abundantly clear. Lack of Incentives = Gradual Change It is not unusual for innovative educators to feel like and be perceived as misfits. Islands onto their own

"How we learn is changing in response to a changing environment, from fluid digital environments to constant access to information, incredible peer networks to learning simulations, 21st century learning is teeming with possible learning pathways. So it seemed appropriate to take a look at a handful of these new approaches-not so much formal learning approaches such as project-based learning or mobile learning, but rather some of the platforms and tools themselves. The immediate benefit is to take inventory in what's available now. But picture, we can kind of trace a line through these emerging approaches to get an idea of where learning is headed, and what we might expect in the next 3-5 years as the blistering pace of changes continue-and how the "crowd" will be a part of it all."

"As a learning strategy, inquiry-based learning is all about learners constructing their own understanding and knowledge through asking questions. Unlike traditional learning methods that focus primarily on drills, memorization and rote learning, inquiry-based learning is essentially student-centered. It starts with posing questions and directly involves students in challenging hands-on activities that drive students to ask more questions and explore different learning paths. In today's post, we have assembled a collection of some useful web tools and apps that support the ethos of inquiry-based learning.  Using these tools will enable students to engage in a wide range of learning tasks that are all driven by a sense of inquiry and questioning."

"We are at the juncture of a monumental period in the history of education where mobile technologies are driving learning.With the growing use of hand-held mobile devices and broad band Internet connection,  mobile learning has become ubiquitous practice. With raise of on-the-go learning, there emerged a range of promising learning trends that address different learning and instructional needs. This beautiful visual from Original Learning provides a succinct overview of some of the most popular mobile learning trends to watch out for in this year and beyond. Some of which include:"

"Blended Learning: Personalizing Education for Students"

"How can you place learning goals front and center in a tech-rich classroom? Let the phrase "tasks before apps" be your reminder to focus on technology's purpose for learning, even when bright and shiny digital tools grab your attention. As a teacher in a one-to-one iPad classroom, I strove to make the most of the tablets in my students' hands. From screencasting and moviemaking to reading activities and skill practice, these devices elevated and energized my students' learning experiences. Digital platforms can give children access to learning experiences that meet their individual needs, such as when a student uses the free Microsoft Learning Tool Immersive Reader to hear a passage read aloud. Digital tools can open up the world to students, such as virtual-reality videos from the New York Times that showcase a place they may never have the chance to visit. In my current role as a professional development facilitator, I spend time in other teachers' classrooms in schools across the country. The phrase "tasks before apps" was born out of my coaching conversations and presentations to educators. It is a reminder that, even as we consider how technology helps students do new and amazing things with their learning, we must always place learning goals at the forefront. Here are four strategies to make the most of technology and embrace a "tasks before apps" mindset this school year."

"By now, saying that "the iPad is a great tool for customizing the classroom" wouldn't exactly be breaking news. But while this holds true for every student, each of whom learns in their own way, iPads are truly a lifeline for students with learning disabilities and the people who work hand-in-hand with them. For these students, iPads act as a translation, communication, and individualization tool with unrivaled effectiveness. In so doing, these devices reduce frustration, build confidence, and, well, just work in teaching students the skills they need to learn to thrive. Let's take a look at a few more ways iPads are altering the classroom landscape for students with learning disabilities."

"We have posted about Tony Vincent's Learning in Hand site before. It is a fantastic resource for mobile learning. He does a lot of work around iPads but is interested in ensuring that the learning is authentic. Here is has put together a compilation of apps specific for those school working in the Project Based Learning arena. Make sure that you check out the rest of his site -"

Making is as old as learning itself. While the maker movement may only be about a decade old, the human desire to create dates back to the earliest forms of human activity, from making stone tools to drawing on cave walls (Halverson & Sheridan, 2014; Martinez & Stager, 2014). Thinkers such as Pestalozzi, Montessori, and Papert helped paved the way for the maker movement by stressing the importance of hands-on, student-centered, meaningful learning. Instead of viewing learning as the transmission of knowledge from teacher to student, these thinkers embraced the idea that children learn best when encouraged to discover, play, and experiment. More recently, maker education is being used as a way to connect do-it-yourself informal learning to classrooms. Driven by new technologies such as 3D printing, robotics, and kid-friendly coding, making is emerging as an effective way to introduce students to STEM, particularly women and minorities. By incorporating elements of making into the classroom, educators can bridge the gap between what students are passionate about and what they're learning in school.

"Adobe Photoshop is considered the gold standard in photo editing software. In fact, it can be hard to picture (see what I did there) a world without the amazing images created with this software. In the right hands, photographs can be created that would leave you believing that a magical unicorn had walked through your back yard. But, with all its power comes a steep learning curve. And that's intimidating. Simply loading up the software and trying to figure things out on your own doesn't work as well when you want to learn Photoshop as it does for other pieces of software. And, while you could try and read the manuals (which may be more effective at putting you to sleep than anything else), a more visual and interactive learning approach is almost always the better option. Luckily, a high-quality learning experience may be just a few clicks away. Here are 14 places that will let you learn Photoshop for free, giving you all of the information you could want for the most reasonable price in the world."

"Over the past decade, maker-centered classrooms and making-centered learning have become increasingly popular - young people (and teachers and parents alike) have greater opportunities to build, hack, redesign, and tinker with a variety of materials, in school- or community-based spaces, design thinking and engineering programs, and Maker Faires. Maker-centered learning not only offers opportunities to learn about new tools and technologies, it requires certain thinking skills - such as navigating uncertainty, adaptability, collaborative thinking, risk-taking, and multiple-perspective taking - that are critical to engaging and thriving in a complex world. Drawing on research from Project Zero's Agency by Design project, this course offers classroom teachers, maker educators, administrators, and parents an opportunity to explore firsthand maker-centered learning practices and the opportunities they afford. Discover what kinds of tools might best support this kind of teaching and learning, and examine the benefits (to both young people and facilitators) of engaging in this work. Through hands-on, collaborative activities, consider how maker-centered experiences might fit into your own contexts."

"If I touch a hot stove and burn my hand, I immediately learn that touching a hot stove results in a burned hand. My brain makes the connection almost simultaneously. There's little need for reflection because the "hot stove=burn" connection is one that my mind makes almost immediately. Similarly, suppose I'm driving in bad weather and going WAY TOO FAST for the conditions. If my car spins out and I find myself stuck in a ditch, I've learned a lesson about driving in bad weather. Again, the connection is almost instantaneous. Academic learning however is seldom that obvious."

"For the past several decades, I have had my feet in both elementary education and teacher training and development. Regardless of age, grade level, and setting, I include hands-on and experiential learning as a integral part of my instruction. It is learning by doing with a reflective element which, in turn, creates conditions for deeply engaged learning."

"I love the idea of making, inventing and tinkering. Just watch kids who are immersed in the activities and you can see the engagement. But is the learning authentic and relevant? I presented three sessions at the Free Maker Movement event at One Work Place on Wednesday, September 30, 2015 with some amazing educators who presented hands-on activities. The event will took place at our Oakland Center for Active Learning . I decided I needed to spend some time researching where the Maker Movement was happening and find examples of authentic learning. This gave me the opportunity to talk to several of my friends and share how they have transformed learning spaces to Makerspaces. Everyone I talked to made a point that it is about creativity not consumption. Yet when I went to different Maker events, I saw activities that an adult set up, purchased a kit or provided directions for activities. They were all fun, but I was having trouble seeing the connections to real learning or any ownership from kids."

"iPad provides endless learning possibilities for students. From apps to help with learning math and science to apps for doing 3D anatomy and virtual field trips, you name it, the educational app store has probably an app for it. The theme for our list today is motivation. We believe that motivation is the backbone of learning and with motivation comes engagement and better performance. To this end, we are sharing with you some excellent iPad apps with huge motivational potential. You can use these apps with students to engage them in hands-on learning activities across different disciplines. We have particularly focused on creation apps that allow students to create learning materials using a mixture of multimedia content."

"One of the most important skills of the 21st century - web literacy - is often overlooked in the classroom. The ability to read, write and participate online is an indispensable skill for learners, but it's curiously absent from many educators' curricula. At Mozilla, we believe web literacy should be a cornerstone of education. When students can create their own content on the Web, tinker with HTML, and understand the basics of online privacy, they're empowered to do great things. We also believe web literacy is best taught through hands-on, interactive learning. We've just wrapped up Maker Party, Mozilla's annual celebration of teaching and learning the Web through hands-on activities. But Maker Parties can be held anywhere, anytime. And our resources for teaching web literacy are free and open source, always. To kickstart web literacy learning in your classroom - or outside of it - here are six tools and activities from Maker Party for teaching critical 21st-century skills:"

Handing Assessment Over to Students I have been giving a lot of thought about how to give my students more of a voice in their learning and in our classroom. Initially, I was focused on increasing their presence on our classroom blog through podcasts, videos, and blog posts. I even gave thought to asking my district IT to unblock Twitter so that we could create a class account (which I am still going to do). But never would assessment have crossed my mind. Fortunately, I took my thoughts to my PLN. Janine Campbell (@campbellartsoup) responded to my tweet about amplifying students' voices with rich insights and a couple articles that got the cerebral wheels turning. If you like what you read here, be sure to follow Janine on Twitter. Assessment for learning is a pedagogical golden nugget. No one ever said that the teacher had to do it alone. Why not give your students a voice in how they are assessed? It might tell you more about where they are at than assessing your class conventionally. Rubrics are my favorite way to assess student projects. I'm even pretty good at creating them. By doing so, I completely understand the assignment and learning outcomes for any given project. But do my students? Is there a way to better utilize rubrics as assessment of learning where students' voices are intensified. Yes! Allowing students to create the criteria for assessment does just that. It doesn't just serve the purpose of better summative assessment. Student-created rubrics also provides a medium for formative assessment as well. If my assignment is for students to analyze the effects of the assassination of Abraham Lincoln on post-war America, I will be able to formatively assess the class' understanding of the main points of this event by the criteria that they suggest this assignment should be graded on. I will know that I need to reteach aspects of this event in American history if students believe that including a description of John Wilkes Booth's escape from Ford's The