Professional Development and Research
EDU 675: Change for Leadership for Differentiated Educational Environment
Professional Development and Research
Comprehension of content taught to learners is a complex process which calls for a progressive, clearly outlined effective teaching approach. Teachers and school environment are proximal factors to student’s change of behavior including cognitive ability through enhanced developmental process (Joyce and Showers, 2002 p.6). The main focus on staff development plan ought to navigate around the taught content, manner in which this is relayed to learners (teaching methodology) besides the social environmental consideration (Joyce and Showers, 2002 pp. 6 &7). Experience has shown that change in curricular or learning instructions dependant on highly developed staff members has a direct link not only to quick content assimilation but long time utility of the learnt concepts (Joyce and Showers, 2002 p. 7).
From figure 1.1, it can be observed that inductive approach to learning has significant results on students’ change of cognitive abilities as compared to use of tutorial and lecture methods (Joyce and Showers, 2002 p. 7-8). This is because; the former method cultivates learner’s active involvements in the learning process while the latter facilitates short term recall abilities which, unfortunately, only enhance excellence in assessments immediately after content transfer. Therefore, long term relevant knowledge application is highly impeded (Joyce and Showers, 2002 p. 7).
In my work setting, learning methodology is basically tutorial. After a series of these, depending on the institutions educational curricular and schedule, students are assessed. Competence in content mastery is measured by the respective student’s grading performance. In relation to Joyce and Showers research results, my mode of content delivery is non-inductive. It is characterized by short term cognitive development on students, despite the fact that high quality grades are recorded
Improvement in (learning) content delivery is determined by proper identification of possible factors to unproductiveness in teaching and learning. It has been shown that change factors to learning capacity is only possible if all players within a learning institution embrace a common focus (Ginni, D. et al 2008 p.305). These, they observed, are affected by such factors as vision in staff development based on educational knowledge and skills besides periodic results assessments and review (pp.305-306).
My plan is therefore centered on inductive approach to learning by facilitating increased sense of efficacy in the teaching and learning environment (Ginni, D. et al 2008 p.305). This approach is envisaged to establish a professional learning community within the institution. However, the implementation phase for this approach would be dependant of the institution’s policy on provision of support in innovative initiatives. Therefore, a more likely limitation factor to this process is that individual’s teaching performance is measured by the cumulative effect of quality grades produced in particular season other than the proposed development of learner’s long term cognitive abilities.
In terms of culture, the approach is likely to cause a paradigm shift on performance attitude. Both teachers and learners would have to embrace the fact that learning is not about transferring and receiving information but effective utilization of the content learnt. Relevant and effective application of the knowledge acquired via learning, as determined by possible solutions to encountered challenges, is the true measure for effective teaching endeavor. In addition, learning is inexhaustible. So that learners’ willingness and ability to independently further their educational goals is a vital teaching objective. In order to realize this, effective teaching methodology should fabricate the mind power capable of withstanding pressure that accompany deep content mastery on particular subject of interest. On the part of fellow teachers, skills and professional development is not a seasonal practice rather, a continuous involvement depending on the immerging issues on the target market.
Joyce, B. R., & Showers, B. (2002). Student achievement through staff development. Alexandria, VA: Association for Supervision and Curriculum Development.
Ginni Dolittle, Maria Sudeck Peter Rattigan (2008). Creating Professional Learning Communities: The Work of Professional Development School. Theory into Practice, 47:303–310, 2008. Ohio State University.