As a staff development specialist, there is great potential for my staff to view my role in a hypocritical light.  My job focuses on shifting  pedagogical practices and mindsets, but how often (in the present staff development structure that I work in) am I in the trenches demonstrating to staff what the messy professional growth process looks like, sounds like, and feels like?  Am I willing to open my classroom door and have colleagues come in and observe my practices, at any given time of day, with the expectation that they will provide me with feedback for growth?  Am I willing to be vulnerable in an environment that expects perfectionism?  Am I willing to take on the workload that is necessary to bring about better teaching?  Are my practices truly KID CENTERED?   Basically, am I willing to walk the walk and not just talk the talk?

The answer to this question is, ABSOLUTELY!

Does diving in face first scare me a bit? Absolutely! Do I feel vulnerable? Totally! But the bottom line is that if I expect my staff to make changes to their craft, I better be willing to pony up to the table and prove to them that I am willing to work just as hard as they are. As well, I better be willing to place myself in a situation that most likely will cause great frustration and that does not possess a 100% satisfaction guarantee.  I believe wholeheartedly that my students (every student in my school, not just the ones that I personally teach) deserve highly engaging, relevant, and student-centered learning opportunities. Research shows that teacher-centered instruction facilitates very low student engagement levels and minimal deep learning opportunities.  In addition, teacher-centered  classrooms fail to nurture ongoing authentic problem-solving and critical thinking opportunities.

Being able to meet the needs of my staff is a key reason for moving towards a classroom-driven staff development model. They are great people who deserve the very best.   I want to be a staff development specialist who can authentically demonstrate what teacher renewal looks like, sounds like, and feels like, on a daily basis, and have staff collaboratively involved in improving my practice.  My staff has a collaborative responsibility to improve my craft as an educator, just as I have a responsibility to help improve their craft.  Staff development is not about one person being seen as an expert, but rather a person who is willing to collaborate, share expertise, and take away some of the fear that is associated with change.

The work by the late Grant Wiggins and Jay McTighe has had a profound influence on my teaching.  Understanding by Design (Ubd) is a powerful framework that facilitates teaching around curricular big ideas that provide students with more relevant and powerful learning experiences. I know that I am much better at assessment and planning, due to my Ubd studies. Yet, I know that I need further growth in this area because I have not hit the bull’s eye on having kids reach the enduring understanding level.   In a conversation with my good friend and mentor, Kelli, who is our Divisional Communication and Technology Specialist, I shared my frustration at this point.  Now, Kelli is a dynamic thinker, and she is definitely a risk taker.  She passionately believes in personalizing student learning. It was in this conversation that Kelli introduced me to the concept of problem-based learning.

For all of you out there in Blogland who are unfamiliar with this approach, the following overview is what my research and Kelli’s conversation has highlighted to date.  Please note that problem-based learning is COMPLETELY different from project-based learning. The following is what I have compiled with regards to problem-based learning:

1) Problem-based learning involves:

a) students being provided with a problem, and they:

• identify pertinent learning goals
• learn and teach each other the knowledge and skills
• use the new knowledge to solve the initial problem
• elaborate the new knowledge.

b) students learning the material on a need to know basis

c) students being empowered with most of the learning activities

2) The biggest difficulties faced in implementing problem-based learning are:

• the mistaken attitude that teachers just pose a problem and then wonderful things happen.
• the mistaken attitude that students can not learn a subject correctly on their own; “I need to lecture them first and then pose the problem”.
• the mistaken attitude that students will enthusiastically embrace this approach; teachers fail to prepare students well for the transition.

3)  Problem-based learning (PBL) lends itself to authentic assessment

PBL encourages this by doing the following:

• It lets the teacher have multiple assessment opportunities.
• It allows a child to demonstrate his or her capabilities while working independently.
• It shows the child’s ability to apply desired skills such as doing research.
• It develops the child’s ability to work with his or her peers, building teamwork and group skills.
• It allows the teacher to learn more about the child as a person.
• It helps the teacher communicate in progressive and meaningful ways with the child or a group of children on a range of issues.

I was really intrigued, but I would be lying if I didn’t also say that my anxiety level soared a little.  The structural aspects of problem-based learning did not really freak me out because this structure draws upon Ubd planning.   As well, students still require coaching on at various levels.  What did get my anxiety going was that once the problem was presented to my students, they were in the driver’s seat on how the learning would be accomplished and how their achievement would be expressed. YIKES!!!!  What about students who don’t attend regularly?  How will I be able to meet the needs of students’ going in different directions?  What will my formative and summative assessment look like in this environment?  How will I transition students into this type of environment?  And the list goes on folks!

So with my anxiety in hand, I plan on walking the walk and enter into a problem-based learning approach.  Over the next five months, I will be collaboratively developing a Gr. 11 Canadian History scope and sequence using this approach, and then in 2016-2017 I will teach a section.  I am lucky to be working with another divisional colleague whose is presently  involved in the divisional personalized learning project.  I will be posting articles, materials that we develop for feedback, my successes, and frustrations.  I would greatly appreciate any support that my readers are willing to provide.

It is my great hope that this project will provide me with amazing growth opportunities.  In turn, this will make me a better staff development specialist.  As my brother, Garth would say, “Go big or go home!”

Kindest regards,

Ingrid

 

Photo is taken from:

Using Problem-Based Learning in Homes and School [Web log post]. (2013, April 4). Retrieved February 7, 2016, from http://ontariooakville.ca/problem-based-learning-schools-homes/