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Designing Better Professional Learning with the Brain in Mind

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Bibliographic Details
Title: Designing Better Professional Learning with the Brain in Mind
Language: English
Authors: Bryan Goodwin, Kristin Rouleau, McREL International
Source: McREL International. 2024.
Availability: McREL International. 4601 DTC Parkway Suite 500, Denver, CO 80237-2596. Tel: 303-337-0990; Fax: 303-337-3005; Web site: http://www.mcrel.org
Peer Reviewed: N
Page Count: 16
Publication Date: 2024
Document Type: Reports - Research
Education Level: Adult Education
Descriptors: Adult Learning, Professional Development, Professional Education, Communities of Practice, Models, Teacher Education, Teachers, Administrators, Learning Strategies, Thinking Skills, Metacognition
Abstract: Why does some professional development fall flat, while others resonate with teachers and make a real difference? How can professional learning be made better and lead to lasting changes in teacher practice? Schools and districts can get more out of their investment in professional learning for teachers (and principals) by creating PD systems, sessions, and supports that align with decades of research on brain science and effective adult learning. In this paper, we share an overview of six phases of learning that everyone goes through when learning something new (which you can read about in more depth in "Learning That Sticks"). We show how this learning model offers clarity and practical guidance for school and district staff who develop PD sessions, helping them design and sequence professional learning experiences that are more engaging and more effective at addressing educators' needs.
Abstractor: As Provided
Entry Date: 2024
Accession Number: ED642209
Database: ERIC
Description
Abstract:Why does some professional development fall flat, while others resonate with teachers and make a real difference? How can professional learning be made better and lead to lasting changes in teacher practice? Schools and districts can get more out of their investment in professional learning for teachers (and principals) by creating PD systems, sessions, and supports that align with decades of research on brain science and effective adult learning. In this paper, we share an overview of six phases of learning that everyone goes through when learning something new (which you can read about in more depth in "Learning That Sticks"). We show how this learning model offers clarity and practical guidance for school and district staff who develop PD sessions, helping them design and sequence professional learning experiences that are more engaging and more effective at addressing educators' needs.