Hi Robin,

 

Excellent info.  I knew there was more to teaching than getting out the
cookie cutter.  I started customizing my computer training to meet the
specific needs of the individuals and groups that I instruct.  Not everyone
needs the same thing.  I am glad to hear that this is not an original idea
so to speak.  I know that this will be hard in a larger class, but I think
it can still be done to some degree.

 

I like what you said about how teachers/educators see their students and the
results their students achieve as a result.  I really believe in my
students.  I want them to achieve great life changing results; one step at a
time.  It is good to hear that I am already doing some of the things that
make for great teaching.

 

I am enjoying your comments.keep  them coming.

 

Thanks,

 

Jeff Brown

 

Alpha Computer 

Training and Consulting

(902)956-2600

E-mail to: alphact at eastlink.ca

or info at alphacomputer.ca

www.alphacomputer.ca

 

 

 

From: professionaldevelopment-bounces at nifl.gov
[mailto:professionaldevelopment-bounces at nifl.gov] On Behalf Of
robinschwarz1 at aol.com
Sent: November-14-07 11:27 AM
To: professionaldevelopment at nifl.gov
Subject: [ProfessionalDevelopment 1730] Re: ProfessionalDevelopment Digest,
Vol 26, Issue 16

 

Follow-up-- YES!!  When I am asked to do PD now, I insist on a plan that
includes extended follow up.  Someone mentioned how helpful it had been to
be asked to reflect on the process and be able to report on what had
happened or not.  

Just last month, I had the joy of holding a training in NY state that
included teachers who have been working with me for a year as well as some
brand new participants to the PD project we are doing there.  The "veterans"
--who had a day of training a year ago, two site visits and another
follow-up group meeting where they could reflect on what had happened and
plan what they wanted for this year-- were the stars of the training. On the
second day, they each gave a presentation on what they have been doing-- all
brought in a table's worth of materials for us all to examine, and each had
quite a different approach to the idea of independent student learning that
incorporated LOTS of multisensory learning.   This group has had ample time
to plan, try out, reflect on, change, ask questions about whatever new
practice each of them chose.   Two of these teachers have been quite
outspoken about how they had been on the verge of quitting adult ESOL
teaching altogether because they felt so incompetent and had so little
response from students.  Both are now deeply engaged in working with their
learners to help learners set their own goals, find ways to meet those
goals, find ways to measure their own goals etc, and  both are deeply
committed to what they do-- one despite quite negative feedback from her
supervisor, who does not like it that this teacher has changed so
dramatically from a teacher-centered approach.  

It was exhilarating just to be in the room with these teachers as they
enthusiastically described and showed their work--and to see the new
teachers being just blown away by the enthusiasm. 

Teachers who participate in these projects ( I have two going in NY state
now) are given lots of information on what causes ESOL learners to struggle
and ways in which those issues could be addressed, and then are asked to
identify SOME way in which they would like to address these issues.   I make
no demands as to type of project or topic-- teachers propose and I coach.
Teachers are provided with lots of feedback and coaching through site
visits, website involvement and group get-togethers such as the one we just
had.  Teachers are told at the beginning that the purpose of the PD project
is to get better learner outcomes by asking teachers to do SOMETHING to
change their practice in ways that will result in learners thriving. 

It took MANY years of doing far more traditional trainings--usually half a
day to two full days, before I and those who hired me realized that while
participants enjoyed the trainings and were excited about what they were
learning, almost no change resulted from these trainings.  As the lady who
hired me in NY state said, "I have been giving parties for 17 years[i.e.
well-liked trainings & workshops], I am tired of giving parties where
nothing results, nothing changes."   

I have changed my own practice quite drastically in the last two years as I
have tried out these far more unconventional and looser approaches to PD.  

One other thought and then I must run to an airplane:  One of my doctoral
colleagues at Lesley University,who did many years of pedagogical training
for K-12 teachers,  did her dissertation on what adult learners ( i. e.
teachers) actually take away from PD.  She found that three things influence
that:  First, what the teacher's immediate teaching environment requires--
what does the school require the teacher to be doing that can be helped by
the PD session?  Second was the teacher's stage of teaching--veteran
teachers are looking for different things than novice teachers, who are
often just looking for survival help;  and third was the teacher's own
development as and thinking about being a professional.   In other words,
one's own philosophy about teaching and learning is a powerful influence on
what one relates to in training.   These findings began to influence me very
deeply as I made some serious missteps in the beginni ng stages of the first
NY project.   As I went back and thought about these factors, I changed how
information was presented, but mostly changed what I expected teachers to do
with it.  Now, as I mentioned above, by honoring what their background,
preparation and current teaching situations dictate that they need and want
and by honoring the principles of adult learning-- relevance,
self-direction, involvement in meaningful ways-- I design the PD so that
teachers can choose what to target and how--and can do all the self-directed
learning they want.  This is working terrifically well!

I have been guided tremendously in my work by the writing of Jane Vella
(Learning to Listen, Learning to Teach: The Power of Dialogue in Educating
Adults)--this book lives on my bedside table and goes with me when I
travel!!

Cheers to all-- am LOVING this discussion--I hope I am not hogging the
airwaves.  Robin Lovrien Schwarz



 

 

-----Original Message-----
From: Wendy Quinones <wbquinones at comcast.net>
To: professionaldevelopment at nifl.gov
Sent: Tue, 13 Nov 2007 10:13 am
Subject: [ProfessionalDevelopment 1724] Re: ProfessionalDevelopment Digest,
Vol 26, Issue 16

I think Kathryn is right on with the follow-up issue -- doesn't the research







say that PD doesn't tend to produce much change unless there is follow-up? 






I'm trying out a hybrid model with a couple of offerings in Massachusetts 






early in the year: a 4 hour face-to-face workshop followed by 4 weeks of 






online discussion and support, with the idea that participants will develop 






or modify lesson plan(s) in light of what they learned, and a 2-hour final 






gathering to reflect on what  they did and learned.  We'll see how it 






works -- but I'm feeling less and less inclined to do just the one-shot 






face-to-face workshop if I can possibly convince the funders to let me do 






more.













Wendy Quinones






Gloucester, MA














>








> ---- tcqmom at comcast.net wrote:








>> I think follow-up--in addition to being paid and fed--makes a difference.









>> Having teachers report or demonstrate a way they've actually utilized 








>> something they learned from professional development can help. 








>> Especially if they know they're going to be asked to do it before the PD 








>> begins.  They may even be asked to make a commitment before they leave 








>> the PD and begin their planning then.  If the PD is divided into two 








>> parts, the first for the presentation and the second a month or so later 








>> for reporting, demonstration, follow-up, sharing, the participants can be









>> more inclined to try it out.  If the PD leaders let them drop the ball, 








>> no questions asked, it becomes too easy to do. I know this to be true 








>> from both sides.








>> Kathryn Quinn








>> Frederick, Maryland














----------------------------------------------------






National Institute for Literacy






Adult Literacy Professional Development mailing list






professionaldevelopment at nifl.gov






 






To unsubscribe or change your subscription settings, please go to 






http://www.nifl.gov/mailman/listinfo/professionaldevelopment













Email delivered to robinschwarz1 at aol.com 






 






Professional Development section of the Adult Literacy Education Wiki 






 
<http://wiki.literacytent.org/index.php/Adult_Literacy_Professional_Developm
ent> Follow
http://wiki.literacytent.org/index.php/Adult_Literacy_Professional_Developme
nt
  _____  


Email and AIM finally together. You've gotta check out free AOL Mail
<http://o.aolcdn.com/cdn.webmail.aol.com/mailtour/aol/en-us/index.htm?ncid=A
OLAOF00020000000970> !

-------------- next part --------------
An HTML attachment was scrubbed...
URL: http://www.nifl.gov/pipermail/professionaldevelopment/attachments/20071114/3162121f/attachment.html