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shared by Michelle Krill on 18 Feb 09 - Cached

Research shows that professional learning can have a powerful effect on teacher skills and knowledge and on student learning. To be effective, however, it must be sustained, focused on important content, and embedded in the work of collaborative professional learning teams that support ongoing improvements in teachers’ practice and student achievement.
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the type of support and on-the-job training most teachers receive is episodic, often fragmented, and disconnected from real problems of practice.
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Most states and districts are still not providing the kind of professional learning that research suggests improves teaching practice and student outcomes,”
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Workshop overload. Research shows that professional development should not be approached in isolation as the traditional “flavor of the month” or one-shot workshop but go hand-in-hand with school improvement efforts. The report finds that teachers still take a heavy dose of workshops and do not receive effective learning opportunities in many areas in which they want help.
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But fewer than half found the professional development they received in other areas, such as classroom management, to be of much value, despite the fact that they want more support in this area.
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shared by Michelle Krill on 17 Jun 09 - Cached

Our brain pays more attention to stimuli and events that are accompanied by emotions.
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How we feel about a learning situation often affects attention and memory more quickly than what we think about it.
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