"Training vs Learning" (post) outlines "[l]earner-centered innovation" as "not just about creating something new but doing something that yields better outcomes because of what we have created."
- "[P]rofessional learning ... must shift ... toward a process of creating a culture of continuous learning cycles and problem solving."
- "[L]earning can’t end with information; content is only the beginning."
- "With that in mind, we as[k] questions like, 'How do we know that our idea is working?' and 'What is the impact on desired student outcomes?'"
1. Training vs Learning
2. Some Undesirable Outcomes
- "[T]he comfort and preferences of [instructors] become the priority rather than what’s best for learners, students miss out on powerful learning opportunities connected to their goals, questions, and interests."
- Instructors "us[e] new tools to do the same activities and teach the same content they always had."
- "[S]tudents us[e] technology to upload and share information or to complete assignments that looked very similar to the work they had done without technology."
3. Some Desirable Outcomes
- "[L]earn[ing] new strategies to improve ... reading about and discussing new ideas"
- "[F]ocus[ing] on ... desired student outcomes and align[ing] how we ... desig[n] and facilitat[e] the learning experiences"
- "[S]hift[ing] ... from examining what we wanted and what we were teaching to reviewing student work to find out what they were learning"
- "[Integrat[ing] .. new strateg[ies] across various lessons and develop[ing] multiple iterations of the strateg[ies] to inform our practice"
- "[D]eveloping knowledge through authentic and relevant experiences ... [with] students solving authentic problems and using applications for deeper learning experiences"
- "[P]artner[ing] up ... to observe each other and learn from the variety of methods we were each putting into practice ... shar[ing] what we were learning"
- "[S]hift[ing] [the] conversations from what content ... we were teaching ... to what we were learning and how we could impact student outcomes"
- "[S]pen[ding] ... time digging deep into our problems of practice, looking at student work, and interrogating our practices to ensure we were truly meeting the needs of the learners"
- "[O]pen reflection ... to create a culture of transparency in our team but also pushed us to try out new ideas and build off one another’s successes and challenges."