Increasing
student engagement and promoting critical thinking in asynchronous discussion
board (Db) forums, requires a blend of thoughtful instructional design,
facilitation strategies, and clear expectations. This is especially true for asynchronous
teacher preparation courses whereby Db forums have the potential to be professional
development for developing crucial pedagogical skills. Novice teachers and teacher candidates alike
will benefit from being intentionally invited to practice asking questions that
invite further learner engagement.
Monday, September 30, 2024
Inviting Increased Learner Engagement to Promote Critical Thinking During Asynchronous Discussion Board Forums
Sunday, September 1, 2024
Effectual Teaching Experience: Accentuating the positive and mitigating the negative (August, 2024).
Let’s
define experiential wisdom as the knowledge and insights gained through years
of experience. Can we reach consensus
that experiential wisdom can be both a strength and a limitation in the
teaching profession? This wisdom often
reinforces familiar practices and approaches, which can create a sense of
comfort and reliability for both teachers and students. However, it may not
always lead to the most effective or efficient outcomes.
Yes,
experiential wisdom can reinforce the familiar. Experienced teachers often rely
on tried-and-true methods that have worked well in the past. This can create a
consistent learning environment, which can be reassuring for students and help
maintain classroom
management. Over time, teachers
develop a nuanced understanding of student behavior, learning styles, and
classroom dynamics. This insight helps them anticipate and address issues,
tailoring their approach based on past experiences. Experience allows teachers to make quick,
intuitive decisions in the classroom. They can often sense when a lesson is
going off track or when students are disengaged, and they know how to
course-correct based on past experiences.
However,
there are potential limitations, especially in relation to resisting new
methods. Teachers with a wealth of
experience may be less open to experimenting with new teaching
methods or technologies that could be more effective or efficient. They
might prefer to stick with what they know works, even if it’s not the best
approach for a particular group of students or a changing educational
landscape. Experienced teachers might
default to familiar techniques that have worked in the past, even if those
techniques aren’t necessarily the most effective for all students. For example,
a teacher might rely on lecture-based instruction because it’s comfortable,
even though more interactive or student-centered approaches might yield better
learning outcomes.
Arguably,
the benefit of experiential strengths compared to limitations is grounded in
the pursuit of the balance between efficiency and effectiveness.
Experienced teachers might prioritize efficiency, which means getting through
the curriculum quickly or managing classroom time well, over effectiveness, which
might involve more time-consuming but impactful teaching practices like
personalized feedback, project-based learning, or formative assessment
approaches.
The
educational landscape is constantly evolving, with new research, tools, and
methods always emerging. Experienced teachers might find it challenging to
adapt to these changes, especially if they feel confident in their established
practices. This can lead to a gap between current research-based
best practices and what is being implemented within the classroom.
To
optimize the balance
between effectiveness and efficiency, it's crucial for experienced teachers
to remain lifelong learners. This
promotes open-mindedness towards integrating new methods with their wealth of
experiential knowledge. Professional development, collaboration with younger
colleagues, and a willingness to experiment can help balance the comfort of the
familiar with the potential benefits of innovative practices. Remaining a lifelong learner
is crucial for educators to stay current, effective, and engaged in their
profession. The following nine strategies are effective for educators to foster
continuous learning:
· Join and participate in Professional Learning Communities (PLCs). A PLC within your school or district provides opportunities to collaborate with colleagues, share best practices, and discuss challenges and solutions. Join online forums, social media groups, or educational networks like Edutopia or LinkedIn. This allows collaboration with educators from around the world, thereby sharing resources, ideas, and experiences.
· Dive into reflective practices. Keep a reflective journal to document your teaching experiences, challenges, and insights. Reflecting upon your practice helps identify areas for improvement and reinforces effective learning. Regularly assess your teaching methods and student outcomes by using feedback from students, peer observations, and self-evaluations to identify your strengths and areas for growth.
· Stay informed with educational research. Subscribe to educational journals, blogs, and magazines. Reading research articles, case studies, and expert opinions helps you stay informed about the latest developments in education. Exploring books and podcasts on education facilitated by authors and expert speakers often provide in-depth analysis and practical tips that can enhance your teaching practice.
· Experiment with new teaching strategies. Try new teaching methods, such as flipped classrooms, project-based learning, or gamification. Experimentation can lead to discovering more effective ways to engage students. Explore and integrate new educational technologies in the classroom. Tools like learning management systems (LMS), educational apps, and virtual reality can enhance learning experiences.
· Pursue advanced degrees or certifications. Consider pursuing an advanced degree, such as a Graduate Program or Doctorate in Education, to deepen your expertise in a specific area of interest. Seek to obtain certifications in specialized areas like ESL, special education, or instructional technology. These credentials can expand your skill set and open new career opportunities.
· Participate in mentorship and peer collaboration. Serve as a mentor to less experienced teachers or seek out a mentor for yourself. Mentorship provides opportunities for both giving and receiving knowledge, fostering mutual growth. Minimally. Actively collaborate with colleagues on joint projects or team teaching. Working together allows you to learn from each other’s strengths and approaches.
· Attend and present at educational conferences. Regularly attend conferences to network with peers, learn from keynote speakers, and participate in hands-on workshops. Presenting your own research or educational strategies at conferences is a powerful way to operationalize your understanding (Slife, Wright, and Yanchar, 2016), gain feedback, and contribute to the broader educational community.
· Stay curious and open-minded. Maintain a curious, growth mindset. Willingly exhibit an intentionally caring, optimistic, respectful, and trusting (ICORT) mindset. Be open to exploring new ideas, subjects, and disciplines outside of your usual focus. Cross-disciplinary knowledge can enrich your teaching. Engage with diverse cultures and perspectives. Understanding different cultural contexts can improve your ability to connect with students from various backgrounds.
Besides
pursing life-long learning, educators need to maintain work-live balance and practice
self-care. Practicing mindfulness, meditation, or other self-care techniques helps
to manage stress and maintain a positive outlook. A balanced life supports
effective learning and teaching. Prioritizing a healthy work-life balance is
important to avoid burnout. Lifelong
learning is most effective when it’s sustainable over the long term. To
summarize, lifelong learning, intentional
invitations, mindfulness, and work-life balance benefits the educator and
enhances the learning experiences of their students.
To Cite:
Anderson, C.J. (August 31, 2024) Effectual
teaching experience: Accentuating the positive
and mitigating the negative. Retrieved
from http://www.ucan-cja.blogspot.com/
References:
Anderson, C.
J. (2021). Developing your students' emotional intelligence and
philosophical perspective begins with
I-CORT. Journal of
Invitational Theory and Practice, 27, 36-50.
Purkey, W. W., & Novak, J. M. (2015). Fundamentals
of invitational education. (2nd Ed) International Alliance
for Invitational Education. Retrieved from: Fundamental of Invitational Education |
IAIE
Slife,
B. D., Wright, C. D., & Yanchar, S. C. (2016). Using operational definitions
in research: A best-practices approach. Journal of Mind and Behavior,
37(2), 119–139.
Wednesday, July 31, 2024
Mitigating the Teacher Shortage with Effective Educator Preparation Residency and Apprenticeship Programs.
The teaching shortage in the U.S. is a
multifaceted issue. Herein we will
initially discuss commonly held key factors contributing to the teacher
shortage. These key factors include low salaries, high workload and stress,
lack of support and professional development, increased accountability derived from
annual standardized testing, and public criticism of the teaching profession.
Teachers in many parts of the U.S. are
paid relatively
low wages. This is especially true when
compared to other professions requiring similar levels of education and
expertise. This disparity makes teaching a less attractive career option,
leading to fewer people entering the profession and more leaving it.
Teachers often face heavy workloads. This load includes long hours spent on lesson
planning, grading, and administrative tasks. Combined with large class sizes,
behavioral issues, and pressures to meet standardized testing benchmarks, this
creates a high-stress environment that contributes to rapid burnout.
Teachers can feel unsupported in their
roles. This can be realized from inadequate resources, insufficient
professional development opportunities, or lack
of induction mentorship. These areas indicative of a lack of support can
discourage both new and experienced teachers, thereby leading to higher
turnover rates.
Teachers experience an emphasis on annual
standardized testing. Research
has shown this expectation places significant pressure on teachers to meet
certain class wide academic benchmarks. Sensing
a need to “teach to the test” can often exclude the desired creativity and
autonomy within the classroom. This pressure can be demoralizing and lead to
job dissatisfaction.
Teachers often experience negative
perceptions and criticism of the educational field from the public,
politicians, and media. This contributes to a lack of respect for the
profession. Undoubtedly, it diminishes
its appeal to potential educators, thereby exacerbating the shortage.
The
factors noted above, combined with regional disparities and other systemic
issues, contribute to the ongoing teaching shortage in the U.S. Addressing the teacher shortage in the U.S.
requires a multifaceted approach. A comparison of
alternate and traditional teacher preparation programs, specifically related
to the effectiveness of encouraging STEM teacher candidates to teach in high
need school is perhaps the most effective starting point. Effective preparation and induction initiatives
will lead
to mitigation of the systemic factors adversely impacting 3-year retention rates.
Below we note the holistic concerns that must be addressed to tackle the
teacher shortage issue and improve retention.
Increasing
teacher salaries and benefits will attract teacher candidates seeking a vocation
rather than a job. Many states and districts are working to raise teacher pay
and improve benefits to make the profession more financially competitive. This must
not only include salary increases but also offer better retirement plans,
healthcare, and other incentives to attract and retain teachers.
Improving
teacher training and support during induction must be budgeted and planned.
Expanding and enhancing teacher preparation programs, particularly in high-need
areas like special education, STEM, and rural education, is a key initiative.
Additionally, mentoring and induction programs for new teachers and ongoing
professional development opportunities must be emphasized to ensure that
teachers feel supported throughout their careers.
Offering
accelerated loan forgiveness and financial incentives. In partnership with teacher
preparation programs the federal and state governments need to expand and
accelerate loan forgiveness for teachers who work in underserved or high-need
areas. Some states and districts are also offering signing bonuses, housing
assistance, and other financial incentives to attract teachers to hard-to-staff
schools. These initiatives should be treated as pilot programs and the most
successful can be replicated.
Identifying
streamlined alternative certification pathways. To address immediate shortages,
alternative certification programs are being expanded to allow professionals
from other fields to transition into teaching more easily. These programs often
provide fast-tracked certification and on-the-job training, making it easier
for non-traditional candidates to enter the profession. Again, data should
identify what works and successful initiatives can be replicated.
Reducing
bureaucracy while improving working conditions. Efforts to improve the
day-to-day working conditions of teachers, such as reducing class sizes,
increasing classroom resources, and minimizing administrative burdens must be
monitored and data analyzed. PBIS
surveys are readily available for monitoring school climate and student
time on task and thereby identifying what works. Additionally, some initiatives
focus on giving teachers more autonomy and reducing the emphasis on
standardized testing, which can help make the profession more appealing by empowering
teachers to optimize their potential (Purkey & Novak, 2015).
The
initiatives and suggestions noted above can make teaching a more attractive,
sustainable, and rewarding profession.
These will address many of the underlying causes that lead to or
perpetuate the teacher shortage. Alternative teacher preparation programs have
become increasingly important in addressing the teacher shortage in the U.S. The
following programs and initiatives were all designed to bring more qualified individuals
into the teaching profession. Particularly
in high-need areas, these programs, if effectively implemented through
preparation and induction, can provide teacher candidates with the training and
support necessary to succeed in the classroom.
Teach For America
(TFA) is one of the most well-known alternative certification programs.
It recruits recent college graduates and professionals to teach in high-need
schools across the country. Participants receive an intensive summer training
program and ongoing support while they work towards full certification. TFA
aims to address shortages in underserved communities by placing motivated and
talented individuals in classrooms. Past data indicated that about 44
percent of TFA graduates remain in their initial placements for a third
year. Approximately 60 percent of overall program completers were teaching for
a third year. However, within five years, all but 15 percent have left their
original placements, thereby leaving students in high need areas- both academically
and geographically at risk. To address
this, more
than a decade ago TFA planned to target concerns related to retention of
its program completers.
Alternative
Certification Programs (ACPs) include The New Teacher Project (TNTP) and Relay
Graduate School of Education. An ACP offers pathways for individuals to
earn their teaching certification without going through a traditional
university-based teacher education program. These programs often target career
changers or individuals with content expertise in high-need areas like STEM.
ACPs typically include a combination of coursework and supervised teaching
experiences.
Troops to Teachers is a federal
program that helps military veterans transition into teaching careers. It
offers guidance, financial assistance, and support in obtaining teaching
credentials. Veterans bring unique skills and experiences to the classroom, and
this program helps address shortages, particularly in subjects like math,
science, and special education.
Registered
Apprenticeship and Grow Your Own programs focus upon recruiting and
training local community members, such as paraprofessionals, substitute
teachers, or recent high school graduates, to become certified teachers. Through
the NYS Department of Labor, Registered
Apprenticeship Programs (RAPs) are created in partnership with Lead
Education Agencies (LEAs) such as districts, BOCES, privates, or charters with
both unions (if applicable) and IHEs to support high quality workforce
development. In Illinois, the Grow
Your Own Teachers initiative seeks to create a pipeline of educators who
are already invested in and familiar with their communities, increasing
retention and cultural competence.
In
California, a Teacher
Residency Grant Program or the Boston Teacher Residency
and Urban
Teacher Residency United (UTRU), provides a model similar to medical
residencies. Candidates work alongside experienced mentor teachers while
completing their certification and earning a master’s degree. The New
York State Teacher Residency Grant (NYSTRG) seeks to play a significant
role in mitigating the teacher shortage by fostering the development of
well-prepared, committed educators through immersive, hands-on training
programs. These programs focus on hands-on, practical experience, which helps
to better prepare teachers for the challenges of the classroom.
The
New
York State Teacher Residency Grant (NYSTRG) funds the creation and
expansion of teacher residency programs across New York State. These programs
provide aspiring teachers (residents) with a year-long, paid residency where
they work alongside experienced mentor teachers in real classrooms. This model
allows residents to gain practical, in-depth teaching experience while they
complete their certification, leading to better-prepared and more confident
educators who are more likely to stay in the profession.
The
NYSTRG specifically targets the recruitment of teacher residents for high-need
subject areas such as STEM, special education, and bilingual education. The focus is also upon geographic regions such
as rural or underserved urban districts. By focusing on these areas, the NYSTRG
seeks to ensure that the
The
NYSTRG includes financial assistance for teacher residents, such as stipends
and tuition support. This reduces the financial barriers that might otherwise
prevent individuals from entering the teaching profession, especially those
from underrepresented backgrounds. By making teacher preparation more
accessible, the grant attracts a more diverse pool of candidates, helping to
create a teaching workforce that better reflects the student population.
The
NYSTRG fosters collaborations
between school districts and higher education institutions. These
partnerships are essential for designing residency programs that are aligned
with both academic standards and the practical needs of schools. This alignment
will help ensure that new teachers are equipped with the skills and knowledge
needed to be effective in the classroom from day one.
An
innovative Registered Apprenticeship model, approved through the NYS Department
of Labor State Apprenticeship Agency, the NYS Educator Workforce Development HUB increases
the potential for bringing highly-developed new educators to school communities
across NYS. Through the New York State (NYS)
Apprenticeship Grant, this initiative addresses the teacher shortage
by supporting innovative teacher preparation programs, particularly through the
development and expansion of teacher residency programs. These programs are
designed to provide aspiring teachers with hands-on experience, mentorship, and
a pathway to certification by addressing meeting the demand for qualified
teachers in high-need areas.
A
NYS Apprenticeship Grant (NYSAG) potentially provides financial support to
establish or expand teacher residency programs across New York State. These
residencies allow aspiring teachers to work in classrooms under the guidance of
experienced mentor teachers while completing their certification. This model
gives residents practical, on-the-job training, which is crucial for their
development and helps ensure they are well-prepared to meet the challenges of
teaching.
A
NYSAG often includes stipends or other financial support for teacher residents. Ideally, this makes the pathway for becoming
a teacher more accessible. This financial assistance helps cover living
expenses and tuition costs, thereby reducing the financial barriers that might
prevent individuals from entering the teaching profession.
The
NYSAG program focuses on recruiting and preparing teachers for high-need
subject areas. It also recognizes geographic
regions, such as rural schools or urban districts, that are facing severe
teacher shortages. By prioritizing these areas, a NYSAG helps to ensure that
the schools and students most in need of qualified teachers receive the support
they require.
A
NYSAG encourages partnerships between school districts and higher education
institutions. These collaborations are key to creating robust residency
programs that integrate academic coursework with practical classroom
experience. Such partnerships ensure that teacher preparation programs are
aligned with the needs of the schools and communities they serve.
The
aspiration is that by providing comprehensive support during the early stages
of a teacher’s career, the NYS Apprenticeship Grant program will help improve
teacher retention rates. For various reasons, teachers participating in
residency programs are more likely to stay in the profession longer, primarily because
they enter the field with a stronger foundation of pedagogical skills,
professional support, and work experience. Additionally, these programs often
include pathways for career advancement, such as leadership roles or advanced
certifications.
As
alluded to above, research indicates teachers who go through residency programs
typically have higher retention rates compared to those who enter the
profession through traditional routes. It should be noted that those using a
nontraditional route for teacher certification are often older, career
changers, or experienced through work as teacher assistants or
paraprofessionals. However, undoubtedly,
the combination of mentorship, practical experience, and a gradual introduction
to the teaching profession helps reduce burnout and increases job satisfaction.
By retaining more teachers, particularly in high-need areas, a NYSAG can help
stabilize and strengthen the teaching workforce over time.
The
NYS Teacher Residency Grant seeks to mitigate the teacher shortage by funding
and supporting residency
programs that produce well-prepared, dedicated teachers who are more likely
to stay in the profession, especially in areas and subjects with the greatest
need. The NYS Apprenticeship Grant
supports teacher preparation by funding residency programs, providing financial
assistance to aspiring teachers, focusing on high-need areas, fostering
partnerships, and enhancing teacher retention, all of which are crucial in
addressing the ongoing teacher shortage in New York State. You are invited to
learn more about teacher residency programs in your state. In this regard, the National Center for
Teacher Residencies is an excellent resource. The historic SUNY Potsdam
School Education and Professional Studies will be adding residency
opportunities to its current exceptional online
graduate programs.
To Cite:
Anderson, C.J.
(July 31, 2024) Mitigating the teacher shortage with effective educator
preparation residency and apprenticeship programs. [Web log post] Retrieved
from http://www.ucan-cja.blogspot.com/
References:
Darling-Hammond,
L., Hyler, M. E., & Gardner, M. (2017). Effective Teacher Professional
Development. Palo Alto, CA: Learning Policy Institute. Retrieved from: https://learningpolicyinstitute.org/product/teacher-prof-dev
Grossman, P. & Fraefel, U (2024). Core
practices in teacher education. Harvard
Education Press. ISBN: 9781682538692
Purkey, W. W., & Novak, J. M. (2015). Fundamentals
of invitational education. (2nd Ed) International Alliance
for Invitational Education. Retrieved from: Fundamental of Invitational Education |
IAIE
Sunday, June 30, 2024
Chromebooks, iPads, or Android Tablets, Rather than Personal Smartphones, Should be Every School’s Instructional Technology Tool of Choice
As
the primary personal technological learning tool in schools, the effective utilization
of Chromebooks, iPads, or Android Tablets without social media access offers numerous
educational, developmental, and security advantages. Prioritizing Chromebooks,
iPads, or Android Tablets without social media access in schools, rather than
including smartphones as an option, can significantly contribute to creating a
more focused, equitable, and secure learning environment. This month’s discussion
will seek to identify some of the reasons why Chromebooks, iPads, or Android
Tablets in classrooms should be the 21st-century tool of choice for schools.
A
more focused learning environment results from reduced distractions. Chromebooks, iPads, or Android Tablets without
social media access help minimize distractions thereby allowing students to
concentrate better on their studies. By restricting access to social media,
students are less likely to be distracted by non-educational content, leading
to better concentration and academic performance. Chromebooks, iPads, or
Android Tablets can be professionally customized with accessibility features
to support students with different learning needs and disabilities.
Schools
can control the software and applications on the devices, ensuring that
students only access safe and appropriate content. Chromebooks, iPads, or
Android Tablets can be preloaded with dedicated educational apps and resources
tailored to the curriculum. This enhances the learning
experience through interactive and multimedia content designed to make learning
more engaging and effective. Students
can access up-to-date digital textbooks and resources, which reduces the need
for physical notebooks and makes it easier to access updated content. Educational
content can be interactive and multimedia-rich, which engages students more
effectively than traditional textbooks.
Providing
all students with the same type of device ensures that everyone has equal
access to educational resources, helping to level the playing field regardless
of socioeconomic status. Providing Chromebooks, iPads, or Android Tablets
ensures that all students
have equal access to technology, helping bridge the digital divide. Devices
can be tailored for educational purposes, ensuring that students use technology
primarily for learning and academic tasks. This provides teachers with more
control over what students access on provided tablets and smart notebooks, thereby
optimizing time on instructional tasks. Uniformity in the type of classroom technology
device being used ensures that all students have the same access to resources, which
reduces inequality.
Promoting
digital literacy is optimized through educational use of Chromebooks, iPads, or
Android Tablets. Chromebooks or Tablets
can help students develop skills in using various educational technologies
and tools that are essential for future academic and professional success. Inviting
students to learn to use technology responsibly and effectively for educational
purposes, rather than using technology for social or entertainment purposes, is
the beneficial result. Students
gain proficiency in using digital tools and platforms, which are essential
skills for the modern workforce.
Limiting
social media access reduces the opportunities for cyberbullying and other
online harassment, creating a safer environment for students. Schools can implement robust cybersecurity
measures to protect students' personal information and prevent data breaches. Schools
can involve parents and the community in the responsible use of technology,
creating a collaborative approach to digital education. Parents may feel more
comfortable with their children using school-issued devices that are restricted
from social media and other potential online dangers.
Purchasing
Chromebooks, iPads, or Android Tablets in bulk can be more cost-effective
for schools compared to each student using their personal smartphone. Digital
devices efficiently enable easy sharing of resources, ensuring that all
students have access to the same materials and tools. Schools
can standardize maintenance and support for a single type of device,
reducing overall costs, complications, and diverse training needs for IT staff.
Collaboration
is a crucial 21st
Century learning skill. In this
regard, prioritizing Chromebooks, iPads, or Android Tablets without social
media access allows schools to create a more focused, equitable, and secure
learning environment that leverages the benefits of technology while minimizing
its potential downsides.
Tablets facilitate collaboration among students through shared documents and
online project tools, fostering their teamwork and communication skill
development. Formatively, teachers can provide immediate feedback and support
through digital platforms, enhancing the learning experience.
By
focusing on effective utilization of Chromebooks, iPads, or Android Tablets
without social media access, schools can harness the benefits of technology
to enhance education while addressing the challenges
of distraction, inequality, and security. Uniform technology enables
interactive and personalized learning experiences, catering to different
learning styles and paces. This inclusive approach supports a balanced and
effective educational experience that optimally prepares students for the
demands of the 21st century. Does
your state have a digital learning plan? Given this, how will you encourage
your school’s leaders and its Professional Learning Community to effectively utilize Chromebooks,
iPads, or Android Tablets and thereby remove the distraction
of smartphones?
To Cite:
Anderson, C.J. (June 30, 2024). Chromebooks, iPads, or Android Tablets rather than personal smartphones should be every school’s instructional technology tool of choice. [Web log post] Retrieved from http://www.ucan-cja.blogspot.com/
References:
Center for Digital Education. (2019). The
21st-century classroom: Integrating tablets and technology in schools. Retrieved
from: https://www.govtech.com/education
DuFour, R., DuFour, R., & Eaker, R.
(2008). Revisiting professional learning communities at work: New insights for
improving schools.
Solution Tree Press.
Gabrielli, S., Rizzi, S., Carbone, S., & Piras, E. M. (2021). School
interventions for bullying-cyberbullying prevention in adolescents: Insights
from the UPRIGHT and CREEP Projects. International Journal of Environmental Research and Public Health, 18(21), 11697. https://doi.org/10.3390/ijerph182111697
Pew Research Center. (2013). The impact of
digital tools on student writing and how writing is taught in schools. Retrieved
from: https://www.pewresearch.org/internet/2013/07/16/the-impact-of-digital-tools-on-student-writing-and-how-writing-is-taught-in-schools/
Purkey, W. W., & Novak, J. M. (2015). Fundamentals
of invitational education. (2nd Ed) International
Alliance for Invitational Education. Retrieved from: Fundamental of Invitational Education | IAIE
Friday, May 31, 2024
Professional Learning Communities Focusing Upon AI Integration Invite Ethical Research Practices Across the Curriculum
As previously
discussed, a Professional Learning Community (PLC)
invites learning by doing. This process is optimized through intentional, caring,
optimistic, respectful, and trustworthy (ICORT) mindsets (Purkey
& Novak, 2016; Anderson, 2021) that fosters a
positive and supportive learning environment. Professional Learning Communities
are beneficial to educators seeking to identify a clear, shared vision by providing
a collaborative culture that focuses on learning, engaging in collective
inquiry, remaining action oriented, committing to continuous improvement, and
being results oriented (Dufour et al., 2008). A school’s PLC that focuses on generative
artificial intelligence (AI) policy
development and best-practice curriculum integration can identify where additional
support or training is needed to optimize integration of AI into their
instructional practices. Professional
development programs can thereby be tailored to meet these specific needs.
Professional
Learning Communities (PLCs) should play a critical role in developing ethical policies for using
generative artificial intelligence (AI). PLCs can bring together educators,
researchers, and practitioners from various backgrounds, thereby fostering a
multidisciplinary approach to the development of ethical policies and
integration guidelines. Fostering a collaborative environment facilitates the
sharing of knowledge and best practices, which can ensure that policies are
well-informed and comprehensive.
By
encouraging continuous professional development PLCs help collegial educators
stay updated with the latest ethical guidelines and technological advancements
in AI. Skill building is a life-long endeavor
for an effective educator. Regular training and discussions within PLCs
help educators build the skills necessary to navigate the ethical challenges
posed by generative AI.
Collective
problem solving will be necessary. PLCs offer a supportive environment for
educators to discuss and resolve ethical dilemmas
associated with generative AI. The
collaborative nature of PLCs encourages innovative solutions to ethical issues
by drawing upon the collective creativity and expertise of the community.
PLCs
can help standardize ethical practices across institutions by developing and
disseminating uniform policies and guidelines for the ethical use of generative
AI. PLCs can collaboratively establish benchmarks and standards. This will optimize consistency in ethical
practices across different educational settings.
PLCs
can promote a culture of accountability whereby members hold each other
accountable for adhering to ethical standards and practices. The supportive nature of
PLCs encourages educators to seek guidance and support when facing ethical
challenges. This culture of accountability, therefore, reduces the risk of
unethical practices.
Through
PLCs and educational contexts, practicing educators can create teaching and
learning opportunities that require application of ethical policies by
providing real-world
examples and case studies that illustrate the impact of generative AI.
Ongoing feedback from community members helps refine and improve ethical
policies. This ensures AI policies and
curriculum integration remain relevant and effective.
PLCs
can cultivate ethical leaders. Effective leaders will advocate for responsible AI
practices within their institutions and beyond. Collectively, PLCs have the
potential to influence broader policy decisions at institutional, regional, and
national levels.
PLCs
can thereby provide access to a wealth of resources, including research
articles, ethical guidelines, and training materials that support the
development of robust ethical policies. Collaborative
efforts within PLCs
can result in the creation of toolkits and frameworks that simplify the implementation
of ethical AI policies and curriculum integration. The dynamic nature of
PLCs allows for rapid adaptation to new ethical challenges and technological
developments in generative AI.
Professional
Learning Communities enable proactive measures that can address potential
ethical issues before they become widespread problems. By leveraging the
collective expertise, collaborative spirit, and continuous learning environment
of PLCs, educators can develop and implement effective ethical policies for the
responsible use of
generative AI in education. This ensures that AI technologies are used to
enhance learning while safeguarding the rights and well-being of all
stakeholders.
We
cannot teach what we ourselves do not know.
As an evolving ethical leader, how can you advocate for an AI-focused
Professional Learning Community at your school to play a crucial role in
promoting ethical research practices and AI integration among your collegial educators?
Begin by seeking
to organize regular workshops and seminars on the importance of ethical
research, covering topics such as informed consent, data privacy, academic
integrity, economic influence, and environmental impact. Invite or share experts that address AI
ethics and education, especially as related to real-world implications,
potential costs, and best practices.
Advocate
for your PLC to distribute clear guidelines and policies on ethical research
and AI integration in the curriculum. These should include those specific to AI
and data usage in educational contexts. Share case studies and examples of both
ethical and unethical
research practices to illustrate the consequences and benefits.
Propose
that your PLC create online forums or discussion groups. This provides a place where educators can
share experiences, ask questions, and provide support related to ethical
dilemmas involving AI. This will encourage a culture of peer review where
educators can give and receive feedback on their research proposals and
practices with an ethical lens.
Encourage
development of project-based learning (PBL) that ethically utilizes AI. Discuss
the development and facilitation of these projects that require educators to
apply ethical AI considerations. Pair less experienced educators with mentors
who can guide them through the ethical aspects of their PBL opportunities.
While
an AI-focused Professional Learning Community at your school should be a
place for collaborative teaching and learning it also needs to provide regular
evaluation and feedback. Monitoring and
evaluating research projects to ensure compliance with ethical standards. The
PLC can establish channels for educators to provide anonymous feedback on
ethical concerns within the community.
An
AI-focused Professional Learning Community can implement awards or recognition
programs for educators who demonstrate exemplary ethical AI practices and
curriculum integration. Recognizing the ethical considerations of AI throughout
the curriculum encourages cross-disciplinary learning opportunities whereby
educators can explore ethical issues from various perspectives. These shoutouts
to best practice promotes ethical utilization and AI integration throughout the
curriculum.
By
implementing these strategies through an AI-focused PLC, an effective educational
leader promotes transparency and professional development. This fosters a
culture of ethical research practices among educators and learners. The PLC and
these strategies can thereby help to ensure that generative
artificial intelligence is used
responsibly and effectively throughout the curriculum in educational settings.
To Cite:
Anderson, C.J. (May 31, 2024). Professional learning communities focusing upon AI integration invite ethical research practices across the curriculum. [Web log post] Retrieved from http://www.ucan-cja.blogspot.com/
References:
Anderson, C. J. (2021). Developing your students' emotional intelligence and
philosophical perspective begins with I-CORT. Journal of Invitational
Theory and Practice, 27, 36-50.
Atlas, S. (2023) ‘ChatGPT for higher education
and professional development: A guide to conversational AI’, College of
Business Faculty Publications [Preprint]. Available at: https://digitalcommons.uri.edu/cba_facpubs/548
DuFour, R., DuFour, R., &
Eaker, R. (2008). Revisiting professional learning communities at work: New
insights for improving schools. Bloomington, IN: Solution Tree
Press.
Dufour, R. (2006).
Learning by doing: A handbook for professional learning communities at work. Bloomington,
IN: Solution Tree Press.
Purkey, W. W., & Novak, J. M. (2015). Fundamentals
of invitational education. (2nd Ed) International
Alliance for Invitational Education. Retrieved from: Fundamental of Invitational
Education | IAIE
U.S. Department of Education, Office of
Educational Technology (2023), Artificial Intelligence and Future of Teaching
and Learning: Insights and Recommendations. Retrieved from: Artificial Intelligence and
the Future of Teaching and Learning (ed.gov)
Tuesday, April 30, 2024
Formative assessment approaches help teachers plan for authentic utilization of generative artificial intelligence (AI)?
Formative
assessments provide opportunities for ongoing feedback that is timely,
specific, and actionable. This feedback helps students understand their
progress and areas for improvement, while also guiding teachers in refining
their instructional practices to better support student learning. By
continually assessing student understanding and progress through formative
assessments, teachers gain insights into areas where students may be struggling
or excelling. This enables them to adjust their lesson plans and instructional
strategies to address specific learning needs, ensuring that teaching is
targeted and effective.
Formative assessment
approaches enable teachers to systematically collect and analyze data on
student learning. Formative assessments provide teachers with valuable data
about individual student strengths, weaknesses, and learning styles. With this
information, teachers can tailor instruction to meet the unique needs of each
student, offering personalized learning experiences that maximize engagement
and learning outcomes.
Proficiency
with formative
assessment strategies can be instrumental in helping teachers plan for the
authentic utilization of generative
artificial intelligence (AI). Formative
assessments provide insights into individual student needs, strengths, and
weaknesses. Understanding where students stand in their learning journey allows
teachers to tailor the implementation
of AI tools to meet specific needs.
Utilization
of formative assessments allows teachers to identify areas where students
require additional support or challenge. Effective deployment of AI tools can provide
personalized learning experiences, offering targeted interventions that address
each student's unique requirements. Formative assessments generate ongoing
feedback about student progress. Incorporating AI into the feedback loop can
allow teachers to enhance the quality
and timeliness of feedback provided to students.
AI-powered
systems can analyze student work in real-time, offering immediate feedback
and suggestions for improvement. By analyzing formative assessment data in
concert with AI insights, teachers can make informed decisions about resource
allocation. They can identify areas where additional AI tools or support may be
beneficial, thereby ensuring that resources effectively support student
learning.
Machine
learning, particularly through natural
language processing (NLP), can support teachers in planning for deep
learning by providing insights, resources, and personalized feedback. NLP
algorithms can analyze large amounts of text-based content, such as textbooks,
articles, or student essays, to extract key concepts, identify common themes,
and assess the complexity of the material. This helps teachers understand the
depth and breadth of topics covered in their curriculum, allowing them to plan
learning experiences that foster deep understanding.
Machine learning algorithms
can power adaptive learning platforms that personalize instruction based on
individual student needs and learning styles. By analyzing students' responses
to NLP-generated questions or prompts, these platforms can dynamically adjust
the difficulty and pace of instruction. This can result in targeted support,
helping students delve deeper into subject matter.
Natural
language processing (NLP)
algorithms can be used to analyze and provide feedback on student writing
assignments, discussions, or responses to open-ended questions. By
automatically evaluating the depth of student understanding, coherence of
arguments, and use of evidence, NLP-powered feedback tools can help teachers
identify areas where students need further exploration or clarification. By curating high-quality materials aligned
with specific learning goals, teachers can enrich their instructional planning
and provide students with diverse perspectives and resources for further
critical thinking. By monitoring student engagement in real-time, teachers can monitor
and adjust their instructional strategies to maintain student interest.
Machine
learning through natural language processing supports teachers in planning by
automating content analysis, personalizing instruction, providing text-based
feedback, facilitating resource curation, visualizing knowledge representation,
monitoring student engagement, and generating instructional materials. These
capabilities empower teachers to design learning experiences that foster understanding,
critical thinking, and meaningful interdisciplinary connections. Therefore, NLP-powered
natural language generation tools can assist teachers in creating detailed
lesson plans, instructional materials, and explanations tailored
to the needs of their students. Thus, these AI tools can free up teachers'
time for deeper engagement with students and more strategic planning of
learning experiences.
By
informing instructional decision-making,
personalizing learning experiences, and supporting ongoing professional
development, formative assessment approaches provide a foundation for teachers
to effectively plan for the authentic utilization of generative AI in the
classroom. However, while using
examples, materials, and contexts that resonate with students' cultural
backgrounds, experiences, and Funds
of Knowledge (Moll, González, & Amanti, 2009; Roe, 2019) ensures instruction is more culturally relevant and
inclusive of diverse perspectives, it does not ensure AI-powered systems will
be respective of Universal Design for Learning Principles and Guidelines
(Rose & Meyer, 2002; CAST, 2018).
This
is why working together as a Professional
Learning Community (PLC) continues to benefit educators seeking to identify
a clear, shared vision, developing a collaborative culture focusing on
learning, engaging in collective inquiry, remaining action oriented, committing
to continuous improvement, and being results oriented (Dufour et al., 2008). Working together as a PLC will help more
teachers learn to combine formative assessment data with AI insights to inform
professional development initiatives for all teachers. By identifying areas
where teachers may need additional support or training in integrating AI into
their instructional practices, professional development programs can be
tailored to meet these specific needs.
A
Professional Learning Community invites learning by doing.
This process is optimized through intentional, caring, optimistic, respectful,
and trustworthy (ICORT)
mindsets (Purkey
& Novak, 2016; Anderson, 2021) to foster a positive and supportive
learning environment where diverse learners feel valued, respected, and
motivated to engage in assessments. When students feel cared for and respected,
they are more likely to approach learning with confidence and enthusiasm
(Maslow, 1949). Formative assessment approaches provide a foundation for
teachers to effectively plan for the authentic utilization of generative AI in
the classroom by informing instructional decision-making, personalizing
learning experiences, and supporting ongoing professional development.
Do you want to learn more about authentic utilization of generative artificial intelligence (AI)? Good news: Google, Harvard, and more are offering FREE AI courses. You are invited to follow the links of your choice to access FREE courses designed to help you become more proficient with AI:
1.
Google AI Courses: Google
offers 5 different courses to learn generative AI from the ground up. You can begin
with an Introduction to AI and finish having a solid understanding of AI as a
whole. https://lnkd.in/eW5k4DVz
2. Introduction to AI with Python:
Yes, Harvard University is offering a full 7-week course to explore the
concepts and algorithms of AI. The course begins with the technologies behind
AI and ends with increased knowledge of AI principles and machine learning
libraries. https://lnkd.in/g4Sbb3nQ
3. Prompt Engineering for ChatGPT:
This is a 6-module course developed by Vanderbilt University. The modules start with providing beginners
with how to write better prompts. Effective prompting leads to knowing how to utilize
ChatGPT for reliable outputs. https://lnkd.in/d-rCb-AM
4.
ChatGPT Prompt Engineering for Devs: In collaboration with
DeepLearning, OpenAI is offering Isa Fulford and Andrew Ng’s course. Learners
can begin with best practices and finish with hands-on practice to exhibit
their better understanding of prompting. https://lnkd.in/gtGc5Znp
5.
Microsoft AI Course: Microsoft offers an AI course. Begin with an
introduction and, if you wish, continue through learning about neural networks
and deep learning. https://lnkd.in/eKJ9qmEQ
To Cite:
Anderson, C.J. (April 30, 2024) Formative
assessment approaches help teachers plan for
authentic utilization of generative Artificial
intelligence. [Web log post] Retrieved from
http://www.ucan-cja.blogspot.com/
References:
Anderson, C.
J. (2021). Developing your students' emotional intelligence and
philosophical perspective
begins with I-CORT. Journal of Invitational Theory and Practice,
27, 36-50.
Atlas, S. (2023) ‘ChatGPT for higher education and professional development: A guide to
conversational AI’,
College of Business Faculty Publications [Preprint]. Available at:
https://digitalcommons.uri.edu/cba_facpubs/548
DuFour, R., DuFour, R., & Eaker, R. (2008).
Revisiting professional learning communities at
work:
New insights for improving
schools.
Bloomington, IN: Solution Tree Press.
Dufour, R. (2006). Learning by doing: A handbook for professional learning
communities at
work. Bloomington, IN:
Solution Tree Press.
Roe. K. (2019) Supporting student assets and demonstrating respect for funds of knowledge. Journal of Invitational Theory and Practice, v25 p5-13
Rose, D. H., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. ASCD.
U.S. Department of Education, Office of Educational Technology (2023), Artificial Intelligence and Future of Teaching and Learning: Insights and Recommendations. Retrieved from: Artificial Intelligence and the Future of Teaching and Learning (ed.gov)
Wormeli, R. (2017). Fair isn't always equal: Assessment and grading in the differentiated
classroom. Stenhouse Publishers.
Retrieved from https://eric.ed.gov/?id=ED592455
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