Collaborative Professional Development
Active learning alone may not guarantee improved learning outcomes because it is not just about activity but the quality and purpose behind the activity. The study Active Learning Not Associated with Student Learning in a Random Sample of College Biology Courses reveals that simply incorporating active learning elements without considering their alignment with learning goals can result in little to no improvement in student outcomes (Andrews et al., 2011). To genuinely enhance learning, educators must integrate constructivist elements that promote deep engagement and critical thinking.
Constructivist learning involves students actively constructing their own understanding through experiences, rather than passively receiving information. This can be achieved by designing activities that require students to apply concepts in new contexts, collaborate with peers to solve complex problems, and reflect on their learning processes. For instance, incorporating project-based learning, where students must research, hypothesize, and create a tangible outcome, can better align with constructivist principles and lead to improved learning outcomes.
The concepts from the New Culture of Learning and the learning philosophy modules in EDLD 5313 emphasize the importance of creating environments where students are encouraged to explore, experiment, and collaborate. This approach aligns with constructivist theory, which posits that learning is most effective when students are actively engaged in the learning process and can connect new information to their existing knowledge.
In practice, this might involve shifting from traditional lecture-based instruction to a more inquiry-based or student-centered approach. For example, teachers could create learning communities where students regularly collaborate on real-world problems, drawing on each other’s strengths and knowledge. This aligns with the ideas presented in the Collaborative Professional Development video, which underscores the value of collective learning experiences (Ontario Catholic School Board, 2015).
Effective collaboration goes beyond mere group work; it requires intentional design, clear objectives, and a focus on meaningful outcomes. The article Research Says/Does Teacher Collaboration Promote Teacher Growth highlights that for collaboration to be impactful, it must be structured around shared goals, mutual respect, and a commitment to ongoing dialogue and reflection (Sawchuk, 2010). Simply putting teachers together in a room is not enough; they need opportunities to engage in deep, purposeful discussions about pedagogy, student needs, and data-driven strategies.
To achieve this, collaborative efforts should be grounded in trust, with established norms and expectations. Regular, structured time for collaboration, coupled with professional learning communities (PLCs) that focus on specific instructional goals, can significantly enhance the effectiveness of collaborative efforts.
The Collaborative Professional Development video by the Ontario Catholic School Board (OCSB) demonstrates a strong focus on learning as a continuous and shared responsibility among educators (Ontario Catholic School Board, 2015). To create a similar emphasis on learning in a professional development (PD) initiative, it is crucial to design PD experiences that are learner-centered, reflective, and directly applicable to classroom practice.
This can be achieved by:
Incorporating Reflective Practice
Encourage teachers to regularly reflect on their learning and teaching practices, helping them to connect PD experiences with their daily work.
Creating Collaborative Learning Communities
Establish PLCs where teachers can share insights, challenge each other’s thinking, and collaboratively develop new strategies.
Ensuring Relevance and Application
Tailor PD content to the specific needs of teachers and students, ensuring that what is learned can be immediately applied in the classroom.
Embedding Continuous Learning
Shift from one-off PD sessions to a model of continuous learning, where PD is an ongoing journey rather than a series of isolated events.
Bibliography
- Andrews, T. M., Leonard, M. J., Colgrove, C. A., & Kalinowski, S. T. “Active Learning Not Associated with Student Learning in a Random Sample of College Biology Courses.” CBE—Life Sciences Education, vol. 10, no. 4, 2011, pp. 394–405.
- Ontario Catholic School Board. “Collaborative Professional Development.” YouTube, 2015. https://youtu.be/iUusuw-xdr4.
- Sawchuk, Stephen. “Research Says/Does Teacher Collaboration Promote Teacher Growth.” Education Week, 2010. https://www.edweek.org/leadership/does-teacher-collaboration-promote-teacher-growth/2010/10.