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In Axonify’s platform, assessment and training are directly tied together. Because many employees use Axonify regularly, the platform is able to constantly track employee knowledge and intelligently provide the information needed to close an employee’s individual knowledge gap, says Leaman. The app also leverages learning research to optimize retention by repeating the questions in specific time intervals. Even after an employee “graduates” out of a specific topic, the questions will still be revisited about seven months later to help lock in the knowledge.

Tin Can, on the other hand allows companies and employees to record more common learning events: attending a session at a conference, say, or researching and writing a company blog post. “Companies are starting to recognize how employees actually learn and allowing them to do it the way they wish to, rather than forcing them into a draconian system,” Martin says.

more open environments.

Step 1: Set Goals by Baselining Your Health

Step 3: Identify Harmful Patterns

Visualizing your desired outcome is a useful tool in your journey. “Seeing” yourself as you wish to be has helped smokers quit, obese people lose weight, and sports champions achieve their goals. In order to change the printout of the body, you must learn to rewrite the software of the mind.

No time for real dialogue. No time to ask questions

. "Oh we do this already," is a common response to PD. Do they do it...or do they think they do it? The report states that, "non-improvers are almost twice as likely to self-assess their own performance as stronger than their formal ratings."

Reflection is important, but it needs to be done with evidence.

It’s learner-centered teaching—it’s those instructional strategies and approaches designed and used by teachers who want learners to be motivated, independent, and self-regulated.

We criticize students for their surface learning approaches and yet I see a lot of surface learning when it comes to teaching. Our infatuation with teaching techniques—the tips, tricks, and gimmicks that can make our teaching dance—yes, they’re important, but so are the assumptions and premises on which they rest. We quest for “right” answers to what we think are simple questions. “Should I call on students or let them volunteer?” The answer depends on a host of variables including; how you call on students, who you call on, when you call on them, and what’s the motivation behind calling on them. Thinking that good teaching results from having right answers trivializes the complexities that makes teaching endlessly fascinating.

learning about teaching. I have talked with teachers who admit they don’t do any pedagogical reading and others who don’t do any professional development activities. How can you expect to stay instructionally alive and well when you’re not taking actions that promote health? It’s not about needing to improve; it’s about wanting to grow. It’s about taking our love of learning and tackling teaching as a subject to be mastered, a skill to be developed.

Of course, lectures will only get you so far, and individual teaching by ‘apprenticeship’ supported by self-directed study remain necessary for learning specialized and high level skills.