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ERIC Number: EJ1025566
Record Type: Journal
Publication Date: 2014
Pages: 9
Abstractor: As Provided
Reference Count: 49
ISBN: N/A
ISSN: ISSN-0009-8655
Design Principles for Learning to Guide Teacher Walk Throughs
Feeney, Eric
Clearing House: A Journal of Educational Strategies, Issues and Ideas, v87 n1 p21-29 2014
Design principles for learning provide a framework for creating a collaborative culture, structures, and dispositions as part of an effective professional learning system to continuously inform and improve teaching and learning. Design principles engage teachers in continuous, accelerated, and sustained learning about instructional practices in the setting in which they actually work. Classroom walk throughs are brief, structured, nonevaluative observations followed by collaborative conversations. This "teacher walk-through" protocol gives opportunities for teachers to observe and be observed, followed by them sharing through collaborative reflective discussions and co-planning how to improve Common Core curricula and teaching practices. It is about teachers gaining an understanding of their current practice and then acting to improve based on what they see, rather than someone from the outside telling them what they need. When we regard these design principles we get closer to sustaining teacher leadership and ownership of learning. In an era of high-stakes accountability, even the best professional developers will disregard design principles for learning to push for immediate results. As a consequence, teachers feel pressured and experience professional development that is not useful for improving teaching and student learning.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A