Modeling-based Professional Learning

The importance of moving towards more engaging and self-directed learning models for professional and personal development becomes evident when one reflects on the readings and videos. An important lesson is the significance of making shorter videos that viewers may watch at their own leisure. The benefits are self-evident: students can go through the content at their own speed and come back to previously covered topics as many times as they need to. Since teachers frequently have a lot on their plates, this can work wonders for professional learning (PL). Following Dr. Lodge McCammon's discussion on flipped professional development, providing students with focused, bite-sized knowledge gives them the power to take charge of their own learning. It gives students freedom to explore the subject at their own pace and in their own way, putting them in charge of their own learning.

Transform PL sessions by including activities that inspire collaboration, as those outlined in Dr. McCammon's approach. The "walk and talk" concept, for instance, is an easy-to-use but effective strategy. As a change of pace from sitting in a workshop, walking while discussing new ideas might spark more spontaneous discussions and fresh ideas. Both the learning process and the relationships amongst coworkers are enhanced by this shift. I can easily implement it into my PL lessons as it promotes active learning and reflection. I can promote more in-depth talks and group problem-solving by urging educators to leave the comfort of their classrooms and have conversations while on the go.

The requirement to model this specific kind of PL is a very reasonable one. It can be difficult for teachers to adapt new pedagogical practices when they haven't seen them in operation. Teachers can more easily implement new tactics in their own classrooms after seeing how they operate in a model. To avoid making it seem like a generic "sit and listen" session, I would have to put a lot of thought into the procedure if I were to model one. Crucial is the establishment of a setting that demonstrates to educators how to incorporate active, self-paced learning.

Particularly important are Peter Gray's remarks on self-directed learning. Gray argues that we should return to our more innocent, exploratory, and intrinsically motivated ways of learning. In my PL sessions, I would love to encourage this mindset. Increased participation is possible if teachers are encouraged to tap into their students' innate curiosity and enthusiasm for learning. To me, being more open to making mistakes, trying out new things without being scared, and maintaining a feeling of wonder while learning are all ways to reclaim a youthful attitude toward learning.

As far as PL models go, I like the COVA model for representing self-directed learning. Principles that produce empowered learners include choice, ownership, voice, and authenticity. My goal in designing professional development sessions is to provide instructors with agency over their own learning, a sense of ownership over the content, and chances to reflect and share what they've learned. My goal is to make their learning experiences more genuine and meaningful by doing this.

These methods provide a new perspective on career advancement in the end. More engaging, tailored, and purposeful professional development opportunities for teachers are possible if we reject cookie-cutter approaches. Just as we wish to do for our students, it's about equipping them to be their own best learners and encouraging them to keep improving. Thanks to everyone's insightful comments, I've been giving some serious thought to how to improve the effectiveness and attractiveness of PL by incorporating these ideas into my innovation strategy.