By Teachers, For Teachers
There is no need to explain why teachers should have the same benefit of differentiated learning as students do. Fundamentally, most people agree with the idea, but for some reason the differentiated professional development experience seems more the exception than the rule.
Here are three juicy options to give teachers what they’re craving.
Pre-assessments and formative assessments are critical to the DI experience. How would we know where to begin if we do not assess prior knowledge, student interest, and learning style? Before we start the PD experience for the year, perhaps we should find out:
1.) what teachers know
2.) what they are really interested in learning
3.) how they learn
This can all be done prior to the first in-service of the year with the right surveys. Sure, if you have the spare five minutes to set up a Google form or quick survey on Survey Monkey, that’s a fast way to gather information on what teachers know and need to know. But even if you are crunched for seconds, asking teachers to simply email the information or list it on a shared document is sufficient. There are so many sufficient learning style inventories online, and some even allow for group analysis and sharing. By having teachers complete this as a warm up to the year, we can not only design experiences which match or at least allow for some experience in the dominant style, but we can also strategically form learning groups based on individual strengths.
This is especially true for tech training. Rule number one of any tech training should be Bring Your Device! I recently attended a training on a new software and the ratio of listening/watching to time allocated to working within the program was roughly 99/1. Teacher conferences, at least the most enriching ones, are now comprised of at least three pathways of learning which exist concurrently:
1.) listening/watching presentations
2.) tweeting exchanges to share gems of the experience
3.) engaging in either the active usage or documentation of the material
Allowing for these paths, or like variations, within every tech training is essential because it allows for learners to engage in the way best suited for them. Some may only listen and take notes on a notepad, but others might form a Pinterest Board on DI as the presenter talks, and others might just start constructing within the new tech platform, learning as they go.
Just as some people will always say yes to dessert, so too will some teachers always say yes to traditional group training. However, a differentiated approach to learning allows for some level of choice. This can be accomplished by a menu of PD options which provide both traditional and “flipped” experiences, online and face-to-face ones.
And finally, even if we cannot muster the energy to design differentiated experiences for all PD, let’s try to agree that we will at least practice what we are preaching when it comes to professional development sessions on differentiated instruction. Nothing is more frustrating than sitting through a presentation on DI with one mode of learning ... listening.
Here’s a DI inspired professional development experience for teachers wanting that path.
What tips do you have for differentiating professional development training? Share with us in the comments section below!