You can’t talk the talk you must walk the walk

After watching the OCSB case study video on collaborative professional development, it’s clear that adding active learning activities to a course doesn’t automatically improve learning outcomes. This realization is particularly evident when reflecting on the reading, Active Learning Not Associated with Student Learning in a Random Sample of College Biology Courses. The key question then becomes: how can we move beyond just “doing” active learning to truly embedding the constructivist principles necessary for deeper student understanding?

One insight I gained is that active learning isn’t just about adding more group work or hands-on activities. It’s about fostering an environment where students build their knowledge actively, reflect on their learning, and apply it in meaningful ways. To do this, we need to be intentional. For example, rather than simply adding a collaborative exercise, the focus should be on creating opportunities for students to engage in critical thinking, problem-solving, and self-reflection. This deeper engagement is what drives real learning, rather than the surface-level tasks we sometimes mistake for "active learning."

From the new culture of learning and the philosophy modules in EDLD 5313, I see a direct connection to constructivism. The philosophy stresses that learning is a process of making connections and forming deeper understandings through experience, not just passively receiving information. When we apply this mindset to active learning, it becomes less about inserting activities and more about crafting experiences that allow students to connect with the material in a meaningful way. This is where the real shift happens—moving from surface-level participation to deep, meaningful engagement.

What Makes Collaboration Truly Effective?

The video highlighted a critical truth: collaboration for its own sake is not enough. The success of OCSB’s professional development initiative came not just from teachers working together but from a shared focus on learning outcomes. In other words, collaboration is only powerful when it has a purpose.

For collaboration to be truly effective, several things are needed. Everyone involved must be clear about what they are working toward. It’s not enough to say, “let’s collaborate.” Teachers need to be aligned on specific learning goals for their students. Collaborative teams must engage in consistent reflection, looking at student data and feedback to assess what’s working and what isn’t. Teachers need time, resources, and administrative support to collaborate meaningfully. Without these supports, collaboration becomes another task on a long to-do list.

Emphasizing Learning in Professional Development

One thing that struck me from the OCSB video was their relentless focus on learning, not just teaching. Their professional development was not about filling teachers’ heads with information but equipping them with tools and strategies to impact student learning directly. This is the kind of emphasis I want to bring to my own professional development initiatives. By making learning the center of the conversation—both for teachers and students—we create a culture where the ultimate goal is clear: improved outcomes for all learners.

Math Station Mastery and Active Learning

I am developing a professional learning experience called Math Station Mastery. This initiative will guide educators in implementing math stations effectively in their classrooms by incorporating active learning strategies. Teachers will experience the stations as learners, engaging in hands-on problem-solving and reflection. Through collaboration and peer feedback, they will gain a deeper understanding of how to create similar experiences for their students. The goal is to ensure that math stations become not just an activity but a meaningful, constructivist tool for student learning.

Bringing it All Together

In thinking about my innovation plan, I see now that simply adding collaborative or active learning elements isn’t enough. They need to be thoughtfully designed with clear goals in mind, focused on deep, meaningful learning. Reflecting on the readings and video, I plan to integrate more intentional collaboration among teachers, always with the aim of improving student learning outcomes. Additionally, I will ensure that any active learning strategies I incorporate will go beyond surface-level activities and truly engage students in the kind of constructivist, critical thinking processes that lead to lasting understanding.

Ultimately, the insights gained from this reflection and discussion have shown me that the heart of any innovation in education—whether for teachers or students—must always come back to learning. By keeping this focus front and center, we can ensure that our efforts are not just busy work but meaningful steps toward improvement.

Gulamhussein, A. (2013). Teaching the teachers: Effective professional development in an era of high stakes and accountability. Center for Public Education. https://www.dropbox.com/s/j13c5mk092kmqv9/Teaching_Effective_Professional_Developmt.pdf?dl=0