Transcript The What the Why & the How

The What the
Why
&
the How
A destination or a journey?
We are from Allah, and to Him shall we return.
Surah Al-Baqarah : Ayah 156
Baggage or Package!
We are from Allah, and to Him shall we be returning
Shall we return
Vs.
Shall we be returning
What we are is God’s gift to us, what we become
is our gift to God.
What lies beneath & beyond?
Notice the difference in meaning of the Ayah in
terms of:
• Beliefs
• Intentions/actions
• Expectations
How often do we?
• Review our beliefs
• Reflect on our actions/intentions
• &
• Re-assess expectations
Way of thinking
3Rs of Reasoning (Review, Reflect & Re-assess)
• do we accept the knowledge that is handed
down to us or do we challenge it?
• do we remain at the superficial level & miss
out the essence or do we explore and
investigate?
• do we miss out the essence and fail to see
the links or do we experiment and make
connections?
Climb if you will, but remember that courage and strength
are naught without prudence, do nothing in haste; look
well to each step; and from the beginning think what may
be the end.
So what does it take to embark on the journey to
Professional Development?
What is CPD?
Continuing Professional Development
(CPD) is the process of continually
updating your professional skills,
knowledge and attitudes throughout your
working life. CPD is more than a process, it
is also a philosophy and strategy for the
management of change.
What can it do for you?
Whether you’ve been teaching for years or you’re just starting
out, the right development and training opportunities can:
• increase your skills, knowledge and understanding,
• open up new career options and help you to get more
satisfaction from your career .
Throughout your career, you need to:
• identify your learning needs
• plan and manage your professional development
so that you
• demonstrate, and model to your students, a real commitment
to lifelong learning.
Scope & Function of PD
Professional Development encompasses the:
• Psychology, Philosophy, and Sociology of teaching
It defines:
• Direction, focus, intention,
It builds on:
•
knowledge, skills, attitudes and experiences
It helps:
Make links, clarify concepts, extend upon ideas, creativity and innovation
It creates a/an:
• Culture of learning, environment that nurtures values&
ethics , a shared understanding of principles of both teaching and
learning
It addresses:
• Beliefs, perceptions, assumptions, and issues
Scope & Function of PD
It promotes:
• Critical thinking, sharing of experiences and ideas,
meaningful and rich learning,
It considers:
Theory, practice, ability, breadth, balance, relevance and
progression
It engages:
attention, interest, passion,
It leads to:
A commitment to life-long learning, an awareness of
the ‘bigger picture’, sensitivity to the environment
Tangles of teaching
Subject
 is as large and complex as life, so our knowledge is always flawed
and partial.
Students
 are larger than life and even more complex. To see them clearly
and see them whole, and respond to them wisely in the moment,
requires a fusion of Freud and Solomon that few of us achieve.
A mirror to the soul
 As I teach, I project the condition of my soul onto my students, I
expose my understanding of the subject knowledge, and I also
establish a relationship with them. Knowing myself is as crucial to
good teaching as knowing my students and my subject. If I am
willing to look in that mirror, and not run from what I see, I have a
chance to gain self-knowledge
ready to take risks…
good teaching comes from the identity and
integrity of the teacher. In every class we teach, our
ability to connect with our students, and to connect
them with the subject, depends less on the methods
we use than on the degree to which we know and trust
our selfhood and are willing to make it available and
vulnerable in the service of learning.
identity
Is an evolving nexus where all the forces that constitute my
life converge in the mystery of self: my genetic makeup, the
nature of the man and woman who gave me life, the
culture in which I was raised, people who have sustained
me and people who have done me harm, the good and ill I
have done to others, and to myself, the experience of love
and suffering and much, much more. In the midst of that
complex field, identity is a moving intersection of the inner
and outer forces that make me who I am, converging in the
irreducible mystery of being human.
integrity
whatever wholeness I am able to find within that nexus as its
vectors form and re-form the pattern of my life. Integrity
requires that I discern what is integral to my selfhood, what fits
and what does not and that I choose life-giving ways of relating
to the forces that converge within me: do I welcome them or
fear them, embrace them or reject them, move with them or
against them? By choosing integrity, I become more whole, but
wholeness does not mean perfection. It means becoming more
real by acknowledging the whole of who I am.
The process of self-discovery
• Identity and integrity are not the granite from which
fictional heroes are hewn. They are subtle
dimensions of the complex, demanding, and lifelong process of self-discovery. Identity lies in the
intersection of the diverse forces that make up my
life, and integrity lies in relating to those forces in
ways that bring me wholeness and life rather than
fragmentation and death.
What is above knows what is below, but what is
below does not know what is above. One climbs,
one sees. One descends, one sees no longer, but
one has seen.
There is an art of conducting oneself in the lower
regions by the memory of what one saw higher up.
When one can no longer see, one can at least still
know.
Rene Daumal
What are the tools with which you can
move mountains?
Adaptation from Developing Minds Edited by Art Costa
Student and Teacher Cues and Questions
For the Levels of the New Taxonomy by Robert Marzano
Student Cues and
Questions (Robert
Marzano)
A. Examining
Importance
B. Examining
Efficacy
C. Examining
Emotional
Response
D. Examining
Motivation
Teacher Cues and Questions
How have I provided opportunity or
opportunities for the students to express
why this is important? How have I
supported students in checking the logic in
their reasoning?
How have I encouraged or promoted
How capable do I think I
confidence in students to learn new
am to learn this? What is materials, ideas, concepts and/or
my reasoning? How
procedures? How reasonable and logical
logical is my reasoning?
are these pursuits in relationship to the
request?
How have I provided opportunity or
What is my emotional
opportunities for students to explore their
response to this? What is
emotional response to a topic, idea,
the reasoning behind my
concept or procedure? How have I
response? How logical is
assisted students in examining the logic
my response?
behind their emotional response?
How important is this to
me?
What is my reasoning?
How logical is my
reasoning?
What is my level of
motivation to learn this?
What is my reasoning?
How logical is my
reasoning?
How have I provided opportunity or
opportunities for the students to become
interested in the new materials, ideas,
concepts and/or procedures thus
motivating them to be engaged in the
The Taxonomy Table
1
Remember
Retrieval
A. Factual Knowledge
(information)
B. Conceptual
Knowledge
(information)
C. Procedural
Knowledge
mental/physical
procedures)
D. Meta-cognitive
Knowledge Metacognition/Self
2.
Understand
Comprehension
3.
Apply
Knowledge
utilization
4.
Analyze
Analysis
5.
Evaluate
6.
Create
The Taxonomy Table
1
Remember
Retrieval
2.
Understand
Comprehension
3.
Apply
Knowledge
utilization
4.
Analyze
Analysis
5.
Evaluate
6.
Create
A. Factual
Knowledge
(information)
PD new
theories, ideas
&information
Share these
ideas/theories and
information
Read up, explore
Review own
practice
Come to a
conclusion
Involve others
B. Conceptual
Knowledge
(information)
Concept of
CPD
Give own meaning
to the concept
Look for more sources
Reflect on own
practice to find
connections
Come to a
decision
Create own
meaning
C. Procedural
Knowledge
mental/physical
procedures)
What all does
PD encompass?
What are the
different
aspects?
What areas can it
be applied to?
What other ways are
there besides PD to
develop my teaching
skills?
How is
Professional
development
different from
personal dev?
What
strategy
would help
me the
most?
My personal
philosophy
D. Metacognitive
Knowledge
Metacognition/Self
Why should I
even consider
this option?
How has the
awareness of PD
affected my
thinking?
How can I apply my
knowledge to develop
my personal
relationships
What do I do if I
am not able to?
What mental
and affective
processes do
I need to
enhance my
knowledge?
How can I
become a
better teacher/
person
Classroom Example
•
•
•
•
Most curriculum standards are organized around concepts
which are usually labeled by one or two words. A concept
such as “triangles” would include all the information
components:
Vocabulary (information): isosceles, equilateral, hypotenuse
Generalization (information): All right triangles have one
angle of 90 degrees.
Mental procedures: Conducting proofs and figuring the
length of the side of a right triangle
Physical procedures: Constructing triangles with a
compass and ruler
Thinking & Feeling
The Cognitive Domain
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
The Affective Domain
Receive
Respond
Value
Organize/Conceptualize
values
Internalize /Characterize
values
Doing &Willing
Conation refers to the connection of knowledge and affect to behavior
and is associated with the issue of "why." It is the personal, intentional,
planful, deliberate, goal-oriented, or striving component of motivation,
the proactive (as opposed to reactive or habitual) aspect of behavior It is
closely associated with the concept of volition, defined as the use of will,
or the freedom to make choices about what to do (Kane, 1985; Mischel,
1996). It is absolutely critical if an individual is successfully engaged in
self-direction and self-regulation.
Some of the conative issues one faces daily are:
• what are my intentions and goals;
• what am I going to do;
• what are my plans and commitments?
(Baumeister, Bratslavsky, Muraven & Tice, 1998; Emmons, 1986).
Why CPD?
The higher the mountain the deeper the valley.
A friend will sing with you when you're on the
mountain top, and silently walk beside you through
the valley.
Consider…
• What made you decide to enter the teaching
profession?
• What were your feelings/emotions after a substantial
teaching experience?
• What significant sets of skills (hard/soft) have you
developed over the years?
• What one aspect of your vocation has made you
continue all this while? Why?
Beliefs-a "messy construct”
Pajares (1992), refers to beliefs as a "messy construct", which
"travels under the alias" of: "attitudes, values, judgments,
axioms, opinions, ideology, perceptions, conceptions,
conceptual systems, preconceptions, dispositions, implicit
theories, personal theories, internal mental processes, action
strategies, rules of practice, practical principles, perspectives,
repertories of understanding, and social strategy, to name but
a few that can be found in the literature" (p.309).
Our ‘lens’: Jaundiced or
Rose-tinted?
Another way of stating “the way we see the
world” is “assumptions about reality” or
worldview. Our worldview will consist of a
combination of beliefs that are limiting and
beliefs that are enabling—though always skewed
to one end of the spectrum or the other.
Skewed beliefs
Let us consider the following statements;
• Hard work always pays off
• Proficiency in English language is a definite
success factor
My inward eye……
Hard work always pays off
• What other factors are there
• Intelligence is of no
besides hard work that can
consequence compared
help achieve success?
to hard work
• How does experience add
• Experience is not always
value to hard work?
necessary
• What examples are there
around me of people
• Luck/chance/fate can
achieving success through
be changed through
other factors besides hard
hard work
work?
My inward eye……
Proficiency in English language is a definite
success factor.
• Language proficiency is a • What other factors are
pre-requisite for a
required to become a
successful teaching
successful teacher?
career
• Language proficiency is a • What other indicators are
clear indicator of a
there to assess a person’s
person’s potential
potential?
• Language proficiency can • What flaws can language
hide all other flaws in a
proficiency not hide?
teacher
Both sides of the Spectrum
Closed Belief Systems
Limiting
FACTORS THAT LIMIT
• Lack of awareness
• Relying on the
given/limited information
• Shying away from
experimenting
• Being generally
pessimistic
• Resistance to new ideas
Open belief Systems
Enabling
FACTORS THAT EXPAND
• Observation
• Openness & receptivity to
new information
• Drive & initiative for
experimentation
• Being mostly optimistic &
motivated
• Quest for innovation and
diversity
For there is no such thing as objective
mountaineering, there is only a form of
activity, generically termed
mountaineering, which enables certain
people to express themselves, or gives
them a means of satisfying an inner need,
just as there are other forms of activity and
other means by which other people may try
to attain the same ends.
"The only person who is educated is the
one who has learned how to learn and
change." ~Carl Rogers
"Habits of Mind”
•
"Habits of Mind are the characteristics of what intelligent people do when they
are confronted with problems, the resolutions of which are not immediately
apparent." (Costa)
Persistence
• Stick to it! Persevering in task through to completion; remaining
focused. Looking for ways to reach your goal when stuck. Not
giving up.
Managing Impulsivity
• Take your Time! Thinking before acting; remaining calm,
thoughtful and deliberative.
Listening with Empathy and Understanding
• Understand Others! Devoting mental energy to another person's
thoughts and ideas; Make an effort to perceive another's point of
view and emotions
"Habits of Mind”
Applying Past Knowledge
• Use what you Learn! Accessing prior knowledge; transferring
knowledge beyond the situation in which it was learned.
Questioning and Posing Problems
• How do you know? Having a questioning attitude; knowing
what data are needed and developing questioning strategies to
produce those data. Finding problems to solve
Thinking and Communicating with Clarity and Precision
• Be clear! Striving for accurate communication in both written
and oral form; avoiding over generalizations, distortions,
deletions and exaggerations.
"Habits of Mind”
Striving for Accuracy
Check it again! Always doing your best. Setting high standards.
Checking and finding ways to improve constantly
Gathering Data Through All Senses
Use your natural pathways! Pay attention to the world around
you Gather data through all the senses. taste, touch, smell,
hearing and sight
Creating, Imagining & Innovating
Try a different way! Generating new and novel ideas, fluency,
originality
Thinking Flexibly
• Look at it Another Way! Being able to change perspectives,
generate alternatives, consider options
"Habits of Mind”
Responding With Wonderment and Awe
Have fun figuring it out! Finding the world awesome, mysterious
and being intrigued with phenomena and beauty. Being
passionate.
Taking Responsible Risks
Venture out! Being adventuresome; living on the edge of one's
competence. Try new things constantly.
Finding Humor
Laugh a little! Finding the whimsical, incongruous and
unexpected. Being able to laugh at oneself.
Thinking Interdependently
Work together! Being able to work in and learn from others in
reciprocal situations. Team work.
"Habits of Mind”
Remaining Open to Continuous Learning
• Learn from experiences! Having humility and
pride when admitting we don't know; resisting
complacency.
Thinking about your Thinking : Metacognition
• Know your knowing! Being aware of your own
thoughts, strategies, feelings and actions and
their effects on others.
Getting maximum benefit from PD
• You will get the most from any professional development
activity if you are clear about why you are undertaking it and
how you will ensure that it has an impact on your teaching and
your students’ learning. A good way to do this is simply to reflect
on the activity, either alone, or even better, with a colleague.
Honest professional reflection and dialogue help you to focus on
any activities undertaken and to analyse your learning and how
you will follow it up in practice. Three key questions to ask
yourself about any professional development activity are:
• 1. What did I do? [Reflect on the activity]
• 2. What did I learn? [Identify two or three key learning points]
• 3. How will I change my practice? [Plan to implement your
learning]
• 4. How will I ensure that the change has impact? [Decide
how and when you will evaluate the changes that you have
made in terms of your teaching and your students’ learning].
Key to CPD
You have a car with a full tank of gas, a welltuned engine, good set of tires, quadraphonic
CD system, and a sleek, polished exterior. There
it sits. This car has incredible potential. (Have
you heard that before?) However, until a driver
sits behind the wheel, puts the key in the
ignition, and cranks it up, the car doesn't
function.
MOTIVATION is the KEY
The Driver…
The 3 factors of motivation by time period
Ignition: Need, Attitudes
Engine Running: Stimulation, Affect
Cruise mode: Competence, reinforcement
Ignition
Need, Attitudes
• Experience contrary to a dearly held belief
• Awareness about misplaced beliefs
• An attitude/habit/ orientation towards inquiry, problemsolving
• A genuine need to resolve the problem
• Observing surroundings/issues/context/effectiveness to
look for alternatives
• Locating/identifying/testing/alternatives
• Changing strategy and earlier held beliefs
Principles of Motivation
• The environment/context can be used to
focus on what needs to be learned
• Incentives motivate learning
• Internal motivation is longer lasting and
more self-directive than is external
motivation
• Learning is most effective when an
individual is ready to learn
• Motivation is enhanced by the way in
which the stimulus is organized
At crossroads…
a good teacher must stand where ‘personal' and
‘public’ meet, dealing with the thundering flow of
traffic at an intersection where "weaving a web of
connectedness" feels more like crossing a freeway
on foot. As we try to connect ourselves and our
subjects with our students, we make ourselves, as
well as our subjects, vulnerable to indifference,
judgment, ridicule.
PD Activities
• Visits to colleagues’ classrooms to observe them teach
• Joint observation of lessons with a colleague and
professional discussion afterwards
• Team teaching with colleagues
• Working with a colleague to develop particular skills, such
as effective use of ICT in your teaching
• Visits to other schools
• Visits to and teaching experience in other grade levels
• Personal study
• Relevant experience in other phases of schooling
PD Towards Conscious
Competence
Mussarat Mashhadi
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