ERIC Number: ED438253
Record Type: Non-Journal
Publication Date: 1999-Dec
Reference Count: N/A
Restoring Meaning to Teaching. Promoting Instructional Coherence.
This paper shares ideas from a research project involving more than 75 teachers in five states. The teachers participated in groups of 12-18. They received support as part of the research project. The groups met with a facilitator every 2-3 weeks to have conversations about teaching and learning. They learned from and with each other as they explored their beliefs and assumptions about teaching, tried new approaches in their classrooms, read articles, wrote in their journals, and visited each other's classrooms. This paper focuses on three key strategies that can guide efforts to improving student learning and making teaching more meaningful and satisfying: shifting the focus from what is being taught to what students are learning; talking with colleagues about educational issues and ideas; and reflecting and being thoughtful when making choices in practice. It offers thoughts from the study group teachers on each of the topics. By participating in these study groups, teachers reported that they built support networks, engaged in meaningful dialogue, learned more about themselves as teachers, reflected upon their understanding of learning, used this understanding to make better decisions about teaching, and improved student learning. (Contains 10 references.) (SM)
Descriptors: Educational Improvement, Elementary Secondary Education, Faculty Development, Learner Controlled Instruction, Reflective Teaching, Teacher Collaboration, Teacher Improvement, Teachers, Teaching (Occupation)
Southwest Educational Development Laboratory, 211 East Seventh Street, Austin, TX 78701. Tel: 512-476-6861; Web site: http://www.sedl.org.
Publication Type: Reports - Descriptive
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Southwest Educational Development Lab., Austin, TX.