Faculty Development Seminar

How would you describe

the world today?
Are you preparing your
students for the FUTURE?
• If you keep on doing what you’ve always
done, you’ll keep on getting what you’ve
always got.

• Virtually, the only predictable trend is

continuing change.

• Since the world is changing rapidly, the most

important concept to get across in schools
is that much of whatever is taught will soon
probably become OBSOLETE.
• The speed at which the world is changing
demands a matching ability to learn faster.

• The rate of change is increasing; therefore

ADAPTING TO CHANGE must be the center
of any new kind of teaching.

• The world is changing – the schools are not.

Thus, education has to be REINVENTED.
 Have you adapted to change?
How would you characterized your class?
• Teacher-led • Student exploration
• Memorization • Creativity & critical
• Individual competition thinking
• Dependent • Cooperation
• Autocratic rules • Interdependent
• Drudgery • Rules set by all
• participants; democratic
School as separate from
real life • Enjoyment
• Chalk and talk • Varied & differentiated
 MY IDEAL STAFF DEVELOPMENT DAY WORKSHEET
Read the following descriptions of an idea staff development day. Encircle or place a check mark on the
quadrant that best reflects your ideal staff development day.

My ideal staff development day has clear practical
goals. We know why the agenda was chosen and
have an outline of the important learning of the
day. The content relates to frameworks or subjects
we have learned about in the past and is relevant
to my needs in the classroom. We have chances
throughout the day to reflect on what we are
learning, especially how we will use it, either
quietly or in very small groups.
During my ideal staff development day, I’d receive
ideas and tools I could use right away in my
classroom. Hopefully it builds on skills I’ve learned
in the past. Give me a brief overview of what we’re
learning and why it works – go light on the theory.
Answer all my questions about it. Then let me
discuss how it might affect my students and ways to
perfect it with my colleagues. I’d prefer to try it in
my classroom immediately and it would be great if
you could join me, either to co-teach or to give
feedback on what I did effectively as well as where
I need improvement.
My ideal staff development day would consist of
about six hours of independent study and an hour
maybe with the big group. Give me the background
materials to read in advance and a scenario to try
them out with or exercises for thinking through the
implications of what we’re learning. That day, I
may wish to review other related resources of my
choosing and then, at the end, share my insights
with colleagues and learn from them. Even better,
give me choices in what I pursue – or let me be
involved in selecting the choices.
For an ideal staff development day, I’d have a role
in the planning, make sure the content and
activities are novel enough to keep everyone’s
attention. Any new focus could be interesting –
brand new ideas for exploration are best in my
book. Give me plenty of time for group activities
and discussion. Changing agendas in the midst of
the day is fine, too, if our discussions take us in a
new direction. And forget the details. I can read
those later when necessary.
Each quadrant in the MY IDAEL STAFF DEVELOPMENT Worksheet corresponds to a particular
learning style. Read the learning style found in the quadrant that you encircled or checked.

1. Think of Introversion-Sensing
examples in your (IS) life where you experienced the(IS)
Introversion/Intuition learning
style as described.
Let me know the plan Let me follow my own lead

• Set clear expectations and goal.
• Show me examples
• Provide the steps in the process.
• Answer my questions as I have them.
• Give me time to think.
• Let me work with and memorize facts.
2. Discuss with the others in your group your learning style. Find out
• Avoid too many surprises.
who and the number of people in your group that correspond to your
•
•
Build on what I know.
Let me know along the way if I am doing alright.
learning style? What learning style has the least number?
• Connect content with past efforts and experiences.
Extraversion-Sensing (ES)
Let me do something
• Let me delve deep into the things that interest me.
• Avoid repetition and routine.
• Let me figure out for myself how to do things.
• Give me choices.
• Listen to my ideas.
• Let me learn independently.
• Let me start with my imagination.
•
•
Help me bring what I envision into reality.
Give free rein to my creativity and curiosity.
• Provide references for me to build my own knowledge.
Extraversion-Intuition (EN)
Let me lead as I learn

• Start with foundation activities.
• Give me steps I can follow.
3. What does the variety in learning styles illustrate for you? How does
• Let me think out loud and work with others.
the difference affect the process of teaching?
•
•
Tell me why I’m learning something.
Give me chances to talk and move.
• Set a realistic deadline.
• Give me examples.
• Provide clear expectations.
• Go light on the theory.
• Let me use my experiences and skills.
• Start with a big picture, not the details.
• Let me dream big without penalties.
• Let me find a new way to do it.
•
•
Let me interact with others.
Give me choices.
• Keep changing what we do.
• Let me teach or tell someone I’ve learned.
• Let me be in charge of something.
• Let me talk or work in groups.
• Let me come up with my own ideas.
Each quadrant in the MY IDAEL STAFF DEVELOPMENT Worksheet corresponds to a particular
learning style. Read the learning style found in the quadrant that you encircled or checked.

Introversion-Sensing (IS) Introversion/Intuition (IS)

Let me know the plan Let me follow my own lead

• Set clear expectations and goal.
• Show me examples
• Provide the steps in the process.
• Answer my questions as I have them.
• Give me time to think.
• •
Let me work with and memorize facts.
• Avoid too many surprises.
• Build on what I know.
• Let me know along the way if I am doing alright.
• Connect content with past efforts and experiences.
Extraversion-Sensing (ES)
Let me do something
• Let me delve deep into the things that interest me.
• Avoid repetition and routine.
• Let me figure out for myself how to do things.
• Give me choices.
• Listen to my ideas.
TEACHER
Let me learn independently.
• Let me start with my imagination.
• Help me bring what I envision into reality.
• Give free rein to my creativity and curiosity.
• Provide references for me to build my own knowledge.
Extraversion-Intuition (EN)
Let me lead as I learn

• Start with foundation activities.
• Give me steps I can follow.
• Let me think out loud and work with others.
• Tell me why I’m learning something.
• Give me chances to talk and move.
• Set a realistic deadline.
• Give me examples. STUDENT
• Provide clear expectations.
• Go light on the theory.
• Let me use my experiences and skills.
• Start with a big picture, not the details.
• Let me dream big without penalties.
• Let me find a new way to do it.
• Let me interact with others.
• Give me choices.
• Keep changing what we do.
• Let me teach or tell someone I’ve learned.
• Let me be in charge of something.
• Let me talk or work in groups.
• Let me come up with my own ideas.
 Read the four orientations and decide which is closest to your own.

1. Look for the teaching orientation that corresponds to your learning

style.Introversion-Sensing (IS) Introversion-Intuition (IN)
Orientation toward skills Orientation toward depth, creativity
•Tried and true methods help •Learning is an individual process
2. Do all
students students in your class share
learn your and
•Choice orientation?
creativity help students
•Choices often lead to chaos learn
•Explain concepts
3. Which orientation(s) do you think•Let
then let students the students think about
difficult students concepts,
have?
try them then try them
•Order leads to learning •Interest leads to learning
4. What are the consequences of teaching only according to your
Extraversion-Sensing (ES) Extraversion-Intuition (EN)
orientation?
Orientation toward practicality Orientation toward breadth, creativity

•Learning
5. Whatcan do be do with the students•whose
westructured Learningorientations
is an active are
process
unlike our
•Basic skills come first •Engage students and they’ll learn
own? How should we teach them? What adjustments have to be done?
•Let students experiment with •Choice can be structured
concepts •Variety is enriching
6. How should
•Learning does the new way of teaching compare with your learning style
be hands-on
and teaching orientation? What kind of students are being served by
this change in method?
 4 Premises Educators
Know To Be False
1. Students arrive at school ready to learn in the
same way, on the same schedule, all in rhythm
with each other.
2. Academic time can be used for non academic
purposes with no effect on learning.
3. Yesterday’s calendar was good enough for us, it
should be good enough for our children.
4. It is reasonable to expect “world-class academic
performance” from our students within the time-
bound system that is already failing them.
 Defining the Terms
• Improving Student Achievement by Extending School:
Is It Just a Matter of Time?

Allocated Time

Engaged Time

Academic Learning Time

 Is It Just a Matter of Time?
• A large portion of potential learning time is typically
eaten up by non-instructional activities, which have
little relationship to student learning.

• One study found that students were engaged in

learning activities only 28 to 56 percent of the total
time spent in school in a given year.

• Another calculated that only 38 percent of a typical

school day was devoted to "engaged time" in the
schools it studied.
Factors That Take Away From
Potential Learning Time
• Inefficient classroom management
• Behavior management activities
• Ineffective instructional techniques
• Inappropriate curriculum
• Student inattention
• Student absence
 Is It Just a Matter of Time?

What should we do for our students

to experience success?
Who is responsible to improve
student learning?

Teacher Student
• Classroom Management •Student Motivation
• Appropriateness of
Curriculum and Instruction
• Student Motivation
1. What were the most effective teaching techniques that you have used this
year to convince students that they need to behave in your classroom?

2. What is your most difficult classroom management challenge? What has

helped you to grow in your classroom management skills?

3. What were the most effective teaching techniques that you have used this
year to convince students that they need to learn the subject matter being
taught?

4. How did you “win” students over to learning?

5. What teaching advise would you be willing to share with the “new
teacher” who plans on making teaching a career?

6. Do you work beyond what is required? How? Why?

If you keep on doing
what you’ve always
done, you’ll keep on
getting what you’ve
always got.