Professional development can often be viewed unfavorably by educators due to its traditional sit-and-get format, which offers minimal opportunities for movement and active engagement of the brain in exploring creative ideas. However, there are alternative methods of professional development aimed at ensuring participants are fully engaged and able to retain the content. For instance, Rutgers University implemented a day-long professional development session centered around experimenting with a flipped classroom approach. One of the initial components explored in this session is the use of short, self-paced videos (McCammon, 2015). These videos allow participants to review lesson materials at their speed, with the content presented in concise segments to facilitate quick comprehension (McCammon, 2015).
The walk-and-talk strategy, utilized as an alternative form of professional development, has been shown to activate the brain, thereby enhancing memory, attention, creativity, and overall performance (McCammon, 2015). This approach proves advantageous as it not only encourages participants to engage in physical movement, breaking away from the stagnancy associated with traditional sit-and-get methods but also fosters meaningful collaboration among individuals (McCammon, 2015).
When considering alternative professional development methods for digital literacy, I recognize the benefits of employing a flipped strategy approach for my participants. Such an approach has been shown to promote efficiency, communication, and collaboration (McCammon, 2015). In line with the criteria of a flipped approach, I propose initiating my professional development by presenting a short video outlining key information on digital literacy. This strategy aims to enhance efficiency, thereby allowing ample time for participant discussion and collaborative exploration and practice of digital tools (McCammon, 2015). While I do not advocate for my participants to produce a single-take video analyzing their learning, I envision a collaborative activity where participants work together to develop a 10-minute digital literacy lesson based on the acquired knowledge. This approach provides them with opportunities for active engagement, collaborative creation, and teaching, aligning with the principles of effective professional development (McCammon, 2015).
In addition to understanding how adults learn in professional settings, it's important to consider how children learn in their environments as well, a topic Peter Gray addresses through several key conditions. The first condition stipulates a fundamental understanding: education is primarily the child’s responsibility (Camp Stomping Ground, 2015). When children believe that their education and responsibilities will be managed for them, they tend to engage minimally with their tasks (Camp Stomping Ground, 2015).
The second condition emphasizes the importance of providing children with ample opportunities for unrestricted play to explore and pursue their interests (Camp Stomping Ground, 2015). Without such opportunities, children may struggle to develop genuine passions as their exploration time is hindered by constraints and interruptions, forcing them to navigate boredom and discover their interests independently (Camp Stomping Ground, 2015).
The third condition underscores the significance of allowing students to engage with the tools of culture, including technology, which can become an extension of their capabilities (Camp Stomping Ground, 2015). This entails providing students with opportunities to familiarize themselves with technology and its applications.
The fourth condition stresses the necessity of nurturing, supportive adults who refrain from passing judgment (Camp Stomping Ground, 2015). Recognizing that students are constantly being evaluated and graded by their teachers, it becomes incumbent upon adults to foster an environment where exploration and mistakes are encouraged, without disrupting the students' natural learning processes (Camp Stomping Ground, 2015).
The fifth condition posits that children learn most effectively in environments where age mixing is encouraged; for instance, while second-grade students may not solely benefit from interaction with other 8-year-olds, they thrive in settings where they can learn alongside both older and younger peers (Camp Stomping Ground, 2015).
Condition six asserts the importance of immersing students in a stable, morally grounded, and democratic community, where they understand that their ideas and actions hold sway over others in their environment (Camp Stomping Ground, 2015). Essentially, these foundational principles contribute to the development of responsible children who grasp the significance of their impact within their community.
To become more childlike in our learning and adopt the learning fundamentals outlined by Peter Gray, we can start by embracing curiosity, playfulness, and a sense of wonder (Camp Stomping Ground, 2015). This entails approaching learning with an open and inquisitive attitude, actively engaging with information, and probing deeper into topics that intrigue us (Camp Stomping Ground, 2015). Incorporating elements of play into our learning process, such as experimentation and creative problem-solving, allows us to explore new ideas and approaches with a sense of joy and spontaneity (Camp Stomping Ground, 2015). Additionally, cultivating autonomy in our learning journey empowers us to set our own goals, choose our own learning paths, and take ownership of our education. Seeking out collaborative opportunities further enriches our learning experiences, as we engage with diverse perspectives and ideas. Finally, embracing unstructured time allows for reflection, exploration, and the freedom to pursue interests at our own pace, fostering a deeper connection with our learning journey (Camp Stomping Ground, 2015).
Modeling self-directed learning is a dynamic process rooted in our daily actions as educators and mentors. It begins by cultivating a culture of self-responsibility, where we exemplify taking charge of our learning journey (Camp Stomping Ground, 2015). Through open discussions about goals, proactive resource-seeking, and effective time management, we convey to children that education is a shared responsibility, empowering them to shape their own educational paths.
Moreover, we demonstrate the value of exploration and curiosity by embracing new topics, experimenting with ideas, and learning from failures (Camp Stomping Ground, 2015). Our willingness to share experiences of trying, failing, and persevering inspires children to pursue their passions with enthusiasm. Integrating technology into our learning process showcases how digital tools can facilitate exploration, creativity, and collaboration, reinforcing the importance of adaptability in today's world (Camp Stomping Ground, 2015).
Furthermore, modeling self-directed learning involves providing nurturing support and guidance (Camp Stomping Ground, 2015). We foster an environment where children feel safe to take risks, ask questions, and seek assistance. Through encouragement, constructive feedback, and empathy, we instill confidence and resilience, framing setbacks as opportunities for growth (Camp Stomping Ground, 2015). Engaging in age-mixed interactions and community involvement underscores collaboration and civic responsibility, highlighting the value of learning from diverse perspectives and contributing positively to society (Camp Stomping Ground, 2015). Ultimately, by embodying these principles, we empower children to become active, lifelong learners capable of shaping their futures.
Reference
Camp Stomping Ground. (2015, December 4). Peter Gray - Self-directed learning fundamentals [Video]. YouTube. https://youtu.be/YoE480mzrk0?si=tzPnl03Rq4bRdmWv
Dr. Lodge McCammon. (2015, April 15). Modeling-based (flipped) professional development at Rutgers University - Dr. Lodge McCammon [Video]. YouTube. https://youtu.be/PBAmcveOnIM?si=y1cwu9gf5K-XjsRG
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