Disneyland, Differentiation & Self-Determined Learning
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So why am I remembering the excitement level of Disneyland? I
have been fortunate to work with a teacher who candidly shares her level
excitement about teaching regularly. She proudly says, "I just love my
job!" It is not only her words that display her excitement but also her
actions and reactions to her students and their learning. Her passion is evident. Hattie (2012)
maintains that teachers’ beliefs and commitments are the greatest influence on
student achievement over which we can have some control. According to
Steele (2009), passion relates to the level of enthusiasm that the teacher
shows, the extent of commitment to each student, to learning, and to teaching
itself. When teachers talk about student learning, their passion is evident and
as a coach, I'm fortunate to be privy to this passion. According to Hargreaves
and Fullan, (2012) the level of enthusiasm and passion largely depends on the
school community in which that teacher operates. Coaches dedicate themselves to
the cascading effect of enhancing others, which results in the progression of student learning (Costa, Garmston, Hayes & Elison, 2016, p.
5).
It would be unrealistic to expect all students to be
passionate and excited about everything they are learning, but the long-term
goal is for them to be excited, engaged, and vocal about their learning. Simply
put, we want them to love learning! Students are located at different
points on the learning continuum regardless of the subject. So teachers
differentiate accordingly. We all have our strengths and challenges and it’s
important for us as educators to recognise and accommodate through
differentiation. So how well do we differentiate teacher learning?
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| http://fuelgreatminds.com/differentiatiog-and-creating/ |
We know differentiation is
essential in the classroom and it is also essential in the staffroom. Teachers' professional learning needs to be
personalised and self-determined. Wiliam (2016, p. 3) states that the major
contribution for improving teacher quality must come from improving the quality
of teachers already working in our schools. We use the viewpoint that 'one size
does not fit all' for our students and this is applicable to our teachers too.
Substantial evidence indicates that the typical kinds of professional
development being provided to teachers are known to be ineffective
(Darling-Hammond, Wei, Andree, Richardson & Orphanos, 2009). Coaching
values self-directed learning and what is vital in this professional learning
approach is self-reflection and goal setting. We encourage students to
hold ownership of their learning, by promoting metacognition (thinking about
thinking), reflection and goal setting. These skills are also applicable to teachers.
To sustain their passion and excitement for learning and
teaching, it is vital to respect teachers as professionals and provide ownership of their learning. According to Hattie (2012), school leaders
and teachers need to create schools, staffrooms and classrooms environments where errors are welcomed as a learning opportunity. Additionally, teachers
should feel safe to learn, re-learn and explore knowledge and understanding. As a coach, my goal is to sustain that passion for teaching, by supporting and promoting self-directed learners and leaders with the disposition for continuous,
lifelong learning.
References:
Costa, A., Garmston, R., Hayes, C., & Ellison, H.
(2015). Cognitive coaching. Victoria: Hawker Brownlow
Darling-Hammond, L., Wei, R., Andree, A., Richardson, N.,
& Orphanos, S. (2009). Professional Learning in the Learning Profession: A
Status Report on Teacher Development in the United States and Abroad. National
Staff Development Council. Retrieved from http://eric.ed.gov/?id=ED536383
Hargreaves, A., & Fullan, M. (2012). Professional
capital. New York: Teachers College Press.
Hattie, J. (2012). Visible learning for teachers.
London: Routledge.
Steele, C. (2009). The inspired teacher. Alexandria,
Va.: Association for Supervision and Curriculum Development.
Wiliam, D. (2016). Leadership [for] teacher learning.
Victoria: Hawker Brownlow
