Collaborative Professional Learning
Regarding the video (Innovation That Sticks Case Study - OCSB: Collaborative Professional Development, 2016), it is fascinating to see how the facilitators have great expectations and clear ideas of how PL can benefit the teachers and what benefit it will have the children. However, it may all look advantageous on paper. However, in practice, these PLs are not explicit. The teachers prefer to stick to a traditional way of teaching because they consider that PL does not fulfill their expectations. The idea that the principals participate in these PLs and emphasize collaboration is of great help since they are the ones who know about the needs of the students and their teachers. The principals know the educational population they are leading to offer fun and colorful shapes according to their academic community. In my experience, we have had excellent experts who present new and innovative topics, but that did not apply to the educational community some years ago. For example, not all students had Internet at home. It is also essential to think that some parents who have the Internet do not know that their children can learn through the Internet and technology tools and continue to have an unclear conception of how it works and the benefits it can bring. Therefore, we must think about having updated and motivated teachers including technology in their classes doing families part of this new change so that they understand the importance of the social trend, which is fashion. It is a current and modern resource that brings benefits. On the other hand, thinking about having teachers use the essential tools of technology is a great expectation and motivation; According to (Bates 2019), we must be clear about the different theories to apply what we consider to be our beliefs and appropriate this by using it correctly and not implicitly. Regarding the questions posed, if adding an active learning activity or component to a course does not improve learning, I will consider that if we base our teaching on theories such as constructivist. We can include active learning with daily life experiences in the classes to create a path in our students' learning, and that it is the students themselves who make their knowledge. So if something fails, we can see how far they understood or learned and, from that point, continue the learning. As he explains (Bates, 2019), constructivism makes learners unique, and so does their knowledge. Collaboration between peers is essential because it makes them share ideas, and using the same level of learning or vocabulary often makes it easier to understand for others. However, my experience in class is that learners must first develop their works alone and then share and clarify their doubts with others. Otherwise, only one in the group works, and the other limits himself to affirming or not doing anything. Unfortunately, this happens very often in my second-grade classes, so although I like them to share and use a constructivist system, I prefer to let them show that they know first and then allow them to share and exchange ideas. Finally, I consider learning theories can be applied in class and must be built a model of my own according to my needs in class and those of my students. References
Bates, T. (2019, March 18). Learning theories and online learning | Tony Bates. Tony Bates |. https://www.tonybates.ca/2014/07/29/learning-theories-and-online-learning/ Constructivism. (2021, August 30). University at Buffalo. Retrieved October 27, 2021, from https://www.buffalo.edu/catt/develop/theory/constructivism.html
Creating Significant Learning Environments (CSLE). (2015, May 9). It's About Learning. Retrieved October 25, 2021, from https://www.youtube.com/watch?v=eZ-c7rz7eT4&t=371s Innovation that sticks case study - OCSB: Collaborative professional development. (2016, May 19). YouTube. Retrieved October 26, 2021, from https://www.youtube.com/watch?v=iUusuw-xdr4
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