I thought it was appropriate to comment on this post as a part of my own version of a teacher challenge. This year,…

I thought it was appropriate to comment on this post as a part of my own version of a teacher challenge. This year,…

I thought it was appropriate to comment on this post as a part of my own version of a teacher challenge. This year, I am commenting on at least one blog post each day. I’m calling it #C4C15, or Comments for Community in 2015.

As for your post itself, I am in love with the way you have laid out the growth potential you have identified within teacher challenges.

I often struggle with this component of group accountability within professional learning. I think that this is something we do rather poorly when we “require PD”. Can we shift toward this model of challenges and avoid the required element?

Also, I am so intrigued by how you decided to tackle only three challenges per year. I run into so many teachers who are trying to take on everything all at once. I think you have dog s a rather wonderful balance here.

I’m also very interested in how you see growth happening as a result of teacher challenges. What is it that you think is “changed” as a result of the ones you have taken part in?

I’m now going to go dig into each one of the ones you linked to. Thank you again for this wondeful frame and way of looking at Professional Learning from the frame of personal accountability and connection.

P.S. This comment is a part of the #C4C15 project. Find out more here: http://bit.ly/C4C15

One comment

  1. Thanks for the comment Ben Wilkoff and I love the #C4C15 project. 

    Choice is huge in teacher professional learning.  Shifting to a challenges (or a badging) system allows teachers to choose topics relevant to them which makes a huge difference in integration of learning into the classroom. I am working on a badging system for educators in our region of CA that will allow for Teacher Challenges and other forms of personal learning to count as ‘real’ PD. 

    I have learned to be ok with letting some things pass me by. I can’t do everything and so I honestly try to select challenges that interest me personally.  During the year, I also try to do one or two MOOCs and so I have to be selective in what I choose to take on and mindful of what I will find interesting and enjoyable. There are always dozens of occasions where I can apply and share this learning with other educators. Just the fact that I learned something that I was interested in was able to create as a learner gives me incredible insight into how I teach others.  If we stop being active learners I think we lose touch with the struggles, issues, and experiences our students face daily.

    The growth I see as a result of my participation in challenges is an understanding of and exposure to what others are doing. This is so valuable! Just like teachers not getting out to see what is happening in other classrooms enough, as a professional development person it helps to see what others are doing as well.  I also see continuted integration of what I learn because of the nature of challenges – they are not a one shot deal.  I increase my skills over the course of weeks or months in challenges.  The last growth I see is connecting to others and increasing my PLN.  After every challenge I find 2 or 3 people that I connect with and continue to interact with well after the challenge ends.

    P.S. I always enjoy your videos and reflections! Especially on personalized PD and badging.

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