Shorter, self-paced video content offers numerous advantages, and I frequently utilize it in my practice. These videos are more accessible because students can consume them at their own pace and time.
Moreover, they facilitate personalized learning experiences, as students can review concepts according to their needs to reinforce and solidify their learning. It also enables me to form small instructional groups to provide extra time for those who need more observation, support, or follow-up in class.
The collaborative activities that inspire innovation, peer feedback, and co-teaching in our professional development sessions enrich our professional learning and also help strengthen our sense of community among colleagues.
The idea of walking and talking during learning sessions sounds intriguing. While I am unsure about its applicability in adolescents, it could be a valuable experiment, especially for developing strategies in behavior management and academic focus while promoting physical activity and improving participants' physical and mental well-being. What is most interesting is the informal approach that aligns with the idea of incorporating active play, fostering creativity and participation as participants feel more relaxed and inclined to share ideas.
I would like to have the opportunity to model this type of professional learning to inspire others. If the experiment were successful, it could demonstrate effective teaching practices, and if it does not yield the expected results, I would still gain experience from the failures and learn from them. Similar sessions in our learning environment need commitment to professional development, support, and collaboration from our colleagues and educational leaders are necessary because we do not see a class in the green areas of the school outside the structure of a classroom with secured doors very frequently. I would like to see something like this in practice.
According to the self-directed learning fundamentals proposed by Peter Gray, such as curiosity, autonomy, and play, a more dynamic and participatory learning environment is promoted in our classrooms, and it would be great to involve the whole family in collective curiosity so they can be part of the driving force for change.
Integrating concepts like shorter self-paced videos, collaborative and inspiring activities, walking and talking sessions, self-directed learning, and the COVA approach into our professional development sessions can enrich our teaching practice and better prepare our students for success. This PD should be done with the children's representatives at the beginning of the school year so they can have a brief experience of what awaits their children.
Resources:
Modeling-Based (Flipped) Professional Development at Rutgers University - Dr. Lodge McCammon
Peter Gray - Self-Directed Learning Fundamentals
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