“ Did the students learn what I intended them to learn ?”
5 . Plan for new learning based on results of the analysis and begin the refined implementation phase again .
Phase one : Awareness
In phase one of implementation we simply become aware of the paradigm or the new concept to be implemented . The learner listens , takes notes and participates in the learning , gaining insight and understanding of an instructional practice to be implemented . In the best staff development sessions , this learning is grounded in four quadrants : 1 ) theory , 2 ) context , 3 ) content and 4 ) structure .
The theory tells us why we need to commit to implementing the strategy . Context helps us to see how the new strategy fits into the schema or the existing patterns in the classroom . Each and every time that teachers come to be trained , it is important that they develop a deeper understanding of the content they are teaching . And the structure in which the concepts are developed makes ideas and notions become complete , concrete procedures that can be replicated .
Without structure , it is virtually impossible to replicate complex strategies across systems in a similar fashion . When we create professional development sessions , checking for the development of these four elements within the session is essential .
Phase two : Organization
After a learning session , time must be spent by teachers organizing what they have learned . The organization is laid out in three layers :
1 . Recall : The learner recalls what they just heard . This is a low level of thinking according to Bloom ’ s taxonomy and yet very necessary to check one ’ s understanding . Simply put , the learner must put the learning into a summary in their own language . This can be done orally , mentally or in writing .
2 . Reorganize : The learner reorganizes the content according to their own schema or the context in which they work . Taking an account for what is already known , what is already in place and how the new learning fits is all a part of the reorganizing .
3 . Create a plan : The learner creates a plan to implement the new strategy in their classroom . Hence , developing a procedure and routine . The learner mentally rehearses what they have learned . This layer could be likened to an actor learning his or her lines for a play .
We must structure time for teachers to engage in these three layers , helping them to process and consider deeply the initiative to be implemented .
Phase Three : Approximation
This phase is the dress rehearsal . The teacher tries the strategy out with their own class in their own way . Brian Cambourne , who developed a model outlining conditions of learning , calls this “ giving it a try .” As teachers utilize a new strategy , they are focusing on how the process is working . Is the content comprehensible to the students ? Are the students learning more efficiently , and is my instruction more effective ? Do I have a handle on the content that I am trying to deliver ?
Phase four : Reflection
After teachers try the new strategy or procedure , we must provide time for active reflection . This is not a time to casually consider whether the lesson went well or poorly . Nor is this a time to wistfully recount the lesson or random student interactions . Rather , the purpose of reflection is to actively analyze the lesson and the model the teacher learned in phase one .
1 . The question becomes , how closely did the lesson come to the model that was learned in phase one ?
2 . How smoothly was the process executed ? Were there rough areas in the presentation of material that need to be smoothed out ? Was the timing and the flow of the lesson appropriate and efficient ?
3 . As the checking for understanding occurred , did the students respond with optimum learning ? How was checking for understanding done and was there evidence that the content was adequately learned ?
4 . What were the learning outcomes that were desired and were the students able to attain those outcomes ?
In actively considering these four reflective areas in a structured way , corrections can be made to the approximation to more closely match the desired model .
Phase five : Refined implementation
After we give it a try and we enter into deep reflection , we now refine the implementation in a continuous improvement framework . The work of refined implementation is best accomplished through work with colleagues in a format such as a professional learning community .
The framework has the following components , as reflected in the elements outlined in Rick DuFour ’ s book “ Professional Learning Communities at Work ”:
1 . Examine data to determine points that must be highlighted during instruction .
2 . Plan instruction to be reflective of the initial professional development , taking into consideration the improvements noted during the structured reflection . 3 . Teach the lesson carefully . 4 . Assess during the lesson to check for understanding , and administer an assessment to check the final learning of content pieces .
5 . Analyze assessment results . After teaching , the professional learning community reconvenes to analyze strengths and weaknesses of the instructional model to make corrections as planning for the next set of instructional events occur .
Conclusion
To ensure careful implementation and sustaining of new strategies in all classrooms , it is essential to lead teachers through all five of these phases of implementation . All too often , teachers attend professional development sessions and return to the classroom with no change to the delivery or method of instruction .
We see some teachers , referred to as “ early adopters ,” who are eager and capable . The number of these teachers on any given school staff is usually relatively small . The careful application of this conceptual framework will go far in ensuring that all teachers adopt the most powerful strategies and methodologies for each student in our schools .
Sue Kaiser is assistant superintendent of educational services in Monrovia USD and Region 15 representative to the ACSA Board of Directors .
March | April 2018 37
“Did the students learn what I intended
them to learn?”
5. Plan for new learning based on results
of the analysis and begin the refined imple-
mentation phase again.
Phase one: Awareness
In phase one of implementation we sim-
ply become aware of the paradigm or the
new concept to be implemented. The learner
listens, takes notes and participates in the
learning, gaining insight and understand-
ing of an instructional practice to be im-
plemented. In the best staff development
sessions, this learning is grounded in four
quadrants: 1) theory, 2) context, 3) content
and 4) structure.
The theory tells us why we need to com-
mit to implementing the strategy. Context
helps us to see how the new strategy fits into
the schema or the existing patterns in the
classroom. Each and every time that teach-
ers come to be trained, it is important that
they develop a deeper understanding of the
content they are teaching. And the structure
in which the concepts are developed makes
ideas and notions become complete, con-
crete procedures that can be replicated.
Without structure, it is virtually impossi-
ble to replicate complex strategies across sys-
tems in a similar fashion. When we create
professional development sessions, checking
for the development of these four elements
within the session is essential.
Phase two: Organization
After a learning session, time must be
spent by teachers organizing what they have
learned. The organization is laid out in three
layers:
1. Recall: The learner recalls what they just
heard. This is a low level of thinking accord-
ing to Bloom’s taxonomy and yet very nec-
essary to check one’s understanding. Simply
put, the learner must put the learning into a
summary in their own language. This can be
done orally, mentally or in writing.
2. Reorganize: The learner reorganizes
the content according to their own schema
or the context in which they work. Taking
an account for what is already known, what
is already in place and how the new learning
fits is all a part of the reorganizing.
3. Create a plan: The learner creates a plan
to implement the new strategy in their class-
room. Hence, developing a procedure and
routine. The learner mentally rehearses what
they have learned. This layer could be likened
to an actor learning his or her lines for a play.
We must structure time for teachers to
engage in these three layers, helping them to
process and consider deeply the initiative to
be implemented.
Phase Three: Approximation
This phase is the dress rehearsal. The
teacher tries the strategy out with their own
class in their own way. Brian Cambourne,
who developed a model outlining condi-
tions of learning, calls this “giving it a try.”
As teachers utilize a new strategy, they are
focusing on how the process is working. Is the
content comprehensible to the students? Are
the students learning more efficiently, and
is my instruction more effective? Do I have
a handle on the content that I am trying to
deliver?
Phase four: Reflection
After teachers try the new strategy or
procedure, we must provide time for ac-
tive reflection. This is not a time to casually
consider whether the lesson went well or
poorly. Nor is this a time to wistfully recount
the lesson or random student interactions.
Rather, the purpose of ref lection is to ac-
tively analyze the lesson and the model the
teacher learned in phase one.
1. The question becomes, how closely
did the lesson come to the model that was
learned in phase one?
2. How smoothly was the process exe-
cuted? Were there rough areas in the presen-
tation of material that need to be smoothed
out? Was the timing and the flow of the les-
son appropriate and efficient?
3. As the checking for understanding
occurred, did the students respond with
optimum learning? How was checking for
understanding done and was there evidence
that the content was adequately learned?
4. What were the learning outcomes that
were desired and were the students able to
attain those outcomes?
In actively considering these four reflec-
tive areas in a structured way, corrections
can be made to the approximation to more
closely match the desired model.
Phase five: Refined implementation
After we give it a try and we enter into
deep ref lection, we now refine the imple-
mentation in a continuous improvement
framework. The work of refined implemen-
tation is best accomplished through work
with colleagues in a format such as a profes-
sional learning community.
The framework has the following compo-
nents, as reflected in the elements outlined
in Rick DuFour’s book “Professional Learn-
ing Communities at Work”:
1. Examine data to determine points that
must be highlighted during instruction.
2. Plan instruction to be reflective of the
initial professional development, taking into
consideration the improvements noted dur-
ing the structured reflection.
3. Teach the lesson carefully.
4. Assess during the lesson to check for un-
derstanding, and administer an assessment to
check the final learning of content pieces.
5. Analyze assessment results. After
teaching, the professional learning com-
munity reconvenes to analyze strengths and
weaknesses of the instructional model to
make corrections as planning for the next set
of instructional events occur.
Conclusion
To ensure careful implementation and
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