Modeling-Based Professional Learning

Using a flipped instructional method in which students receive content in short, self-paced videos has the advantage of being accessible, reviewable, and streamlined. By making intentional videos, the instructor can refine the lecture into the fundamental knowledge that must be shared. Additional instruction and examples are reserved for in-class activities, so class time is used more efficiently. Learners can access the content at any time after the instructional activities to review and reinforce their learning. Additionally, teachers who are not present or accidentally zone out can access the content at a time when they can give it their undivided attention. The shorter format makes it more likely that they will view the content. I know many of us are willing to watch four 5-minute videos over one 20-minute video. This is better suited to the dwindling attention spans of people in recent years.

This type of learning is beneficial to students of all ages - including adults in professional learning. Just because someone is older, it does not mean they will learn better from lectures. Research has shown that people learn better when they are actively learning- physically moving and critically thinking. Additionally, the self-reference effect is when people remember concepts better because they are relevant to themselves. Experiencing something firsthand is one of the best ways to ensure it is remembered. Therefore, even adults should be “getting their hands dirty” with the content rather than watching someone else simply talk about it. It helps to have student interest and investment in the topic, which can be enabled by adding student choice. This is furthered by offering authentic learning experiences which are not viewed as a waste of time by students.

Changing the status quo of learning, professional or otherwise, will require a change in roles for both students and teachers. Students must shift from being an observer who “sits and gets” to an active participant. Teachers must step down from being a “sage on a stage” to become facilitators and coaches. In this way of learning, the learning becomes student-led and teacher-supported. However, many people have never experienced this type of learning and will be unsure of how to behave as a student. Therefore, the teacher must begin by modeling how students should behave. This modeling will often be a demonstration of thinking out loud with an exemplar. Afterward, during the learning process, the teacher will help guide learners by asking prompting questions to help them meet the goal.

I have run a flipped classroom for the past two academic years with my AP Psychology students. Speaking from personal experience, the shift to flipped learning can be difficult. Many students will resist a classroom that requires them to be active rather than passive. However, when they see the value of authentic learning activities and feel the ownership over products they had choices in creating, their willingness to work increases dramatically. They also embrace the ability to do challenging critical thinking with the support of their peers and teachers. Making this change takes a great deal of intentionality and flexibility. Once the mindset shift takes place, it becomes easier to implement flipped learning.

I believe I could transfer the same principles from my flipped classroom into professional learning. My current PL plan from Improving Emergent Bilingual Supports is structured to be primarily student-led with authentic learning activities built in. In this PL, the teacher will primarily serve as a facilitator and coach to support student learning. The students will review short articles and videos with the foundational knowledge for their assessment product. These products will be tools and ideas to be used during the first unit of instruction. PL students will select a lesson of their choice from their first unit to identify ELPS-aligned activities, select tiered vocabulary, make vocabulary models, and develop language objectives to form a fully differentiated instructional plan that will be used. Due to the authenticity of these products, teachers will feel more inclined to participate and create quality products. In addition to the products, teachers will have discussions and FlipGrid activities that model ways to get students to speak and write in the classroom. The questions in the discussion boards enable teachers to share their perspectives. After experiencing this type of learning in PL, teachers may be more inclined to implement it in their classrooms because they see that it can work.