{"id":94235,"date":"2025-01-14T20:59:38","date_gmt":"2025-01-15T01:59:38","guid":{"rendered":"https:\/\/danielschristian.com\/learning-ecosystems\/?p=94235"},"modified":"2025-01-17T12:41:37","modified_gmt":"2025-01-17T17:41:37","slug":"a-teacher-to-teacher-approach-to-professional-development-wexler-voice-choice-other-k12-related-items","status":"publish","type":"post","link":"https:\/\/danielschristian.com\/learning-ecosystems\/2025\/01\/14\/a-teacher-to-teacher-approach-to-professional-development-wexler-voice-choice-other-k12-related-items\/","title":{"rendered":"“A Teacher-to-Teacher Approach to Professional Development” [Wexler], voice & choice, + other K12-related items"},"content":{"rendered":"

A Teacher-to-Teacher Approach to Professional Development<\/strong><\/a> — from nataliewexler.substack.com by Natalie Wexler
\nAn innovative fellowship program spotlights the practices of effective literacy teachers<\/em><\/p>\n

When seeking guidance on classroom practice, teachers\u2014understandably\u2014tend to trust other teachers the most. An innovative fellowship program connects teachers with one another to provide concrete examples of what effective literacy instruction looks like.<\/p>\n

A small philanthropy called\u00a0the Goyen Foundation\u00a0sponsors the program, now in its third year. For each cohort, the foundation selects 12 to 14 educators who are skilled in systematically teaching foundational reading skills while simultaneously building the knowledge that enables reading comprehension.<\/p>\n

The Goyen Literacy Fellows document their own classroom practice, mostly through videos that are posted on social media platforms like X\/Twitter and Facebook. They also interact with other educators who may have heard about \u201cstructured literacy\u201d but aren\u2019t sure what it means or how it\u2019s done.<\/p>\n

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Giving Kids Some Autonomy Has Surprising Results<\/strong><\/a> — from nytimes.com by\u00a0Jenny Anderson and Rebecca Winthrop
\nJenny Anderson and Rebecca Winthrop are the authors of \u201cThe Disengaged Teen: Helping Kids Learn Better, Feel Better, and Live Better.\u201d<\/em><\/p>\n

In a polarized nation, one point of agreement deserves more attention: Young adults say they feel woefully unprepared for life in the work force, and employers say they\u2019re right.<\/p>\n

In\u00a0a survey\u00a0by Gallup and the Walton Family Foundation of more than 4,000 members of Gen Z, 49 percent of respondents said they did not feel prepared for the future. Employers complain that young hires lack initiative, communication skills, problem-solving abilities and resilience.<\/p>\n

There\u2019s a reason the system isn\u2019t serving people well, and it goes beyond the usual culprits of social media and Covid. Many recent graduates aren\u2019t able to set targets, take initiative, figure things out and deal with setbacks \u2014 because in school and at home they were too rarely afforded any agency.<\/strong><\/span><\/p>\n

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Maybe it\u2019s time to define a higher ideal for education, less about ranking and sorting students on narrow measures of achievement and more about helping young people figure out how to unlock their potential and how to operate in the world. Amid the drumbeat of evolving artificial intelligence, wars, rising authoritarianism, political polarization and digital disconnection, they need to learn a lot more than how to follow instructions.<\/strong><\/span><\/p>\n<\/blockquote>\n

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The Disengagement Crisis<\/strong><\/a> — from xqinstitute.org by Edward\u00a0Montalvo \u2013 Director, Educator\u00a0Network<\/p>\n

Youth Voice & Choice<\/strong>
\nAt XQ, we don\u2019t see high schools as the tail end of K-12 education. Instead, we believe they are pivotal spaces for unleashing a young person\u2019s sense of possibility and agency\u2014so much so that it\u2019s one of our Design Principles for school-wide success:\u00a0Youth Voice and Choice.<\/p>\n

Anderson and Winthrop, too, emphasize that when students feel they can shape the direction of their learning, they gain essential life skills: setting targets, identifying strategies, monitoring progress, and course-correcting when inevitable challenges arise. These aptitudes translate directly to college readiness, workforce performance, and a strong sense of agency in adulthood. As the authors note, even small doses of agency\u2014like letting students choose which angle of a topic to explore\u2014can radically transform how teens engage with the material and each other.<\/p>\n

We\u2019ve long championed youth voice and choice as a key element for transforming the traditional high school experience. By adopting this design principle, educators and school leaders\u00a0empower students to be agents of their own learning journeys.\u00a0They celebrate students\u2019 personal growth and consistently provide opportunities for them to set goals and reflect on how they learn best.<\/p>\n

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By shifting away from checklists and mindless compliance, we can transform high schools into spaces of curiosity, discovery, and lasting engagement\u2014where a spark lit in 9th grade can guide and energize students for a lifetime.<\/strong><\/span><\/div>\n<\/blockquote>\n

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\"Learners<\/p>\n

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Addendum on 1\/17\/25:<\/em><\/span><\/p>\n

376. Students as Partners<\/strong><\/a>\u00a0— from teaforteaching.com<\/p>\n

Faculty members often design and revise courses with limited direct feedback from students. In this episode, Laurel Willingham-McLain and Jacques Safari Mwayaona join us to discuss a program in which faculty work with trained student consultants to improve the student learning experience.\u00a0 Laurel is a consulting faculty developer at the Center for Teaching and Learning Excellence at Syracuse University. Jacques is a Faculty Development Fellow, also at Syracuse University. Laurel and Jacques both work with the Students Consulting on Teaching program at Syracuse University.<\/p>\n<\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

A Teacher-to-Teacher Approach to Professional Development — from nataliewexler.substack.com by Natalie Wexler An innovative fellowship program spotlights the practices of effective literacy teachers When seeking guidance on classroom practice, teachers\u2014understandably\u2014tend to trust other teachers the most. An innovative fellowship program connects teachers with one another to provide concrete examples of what effective literacy instruction looks […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"categories":[343,347,848,141,419,180,46,7,838,228,199,345,89,50,321,445],"tags":[],"class_list":["post-94235","post","type-post","status-publish","format-standard","hentry","category-education","category-education-reform","category-emotion","category-engagement-engaging-students","category-ideas-teaching","category-innovation","category-k-12-related","category-learning-ecosystem","category-learning-experience-design","category-learning-preferences","category-more-voice-more-choice-more-control","category-reading","category-teachers","category-teaching-learning","category-united-states","category-youth"],"_links":{"self":[{"href":"https:\/\/danielschristian.com\/learning-ecosystems\/wp-json\/wp\/v2\/posts\/94235","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/danielschristian.com\/learning-ecosystems\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/danielschristian.com\/learning-ecosystems\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/danielschristian.com\/learning-ecosystems\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/danielschristian.com\/learning-ecosystems\/wp-json\/wp\/v2\/comments?post=94235"}],"version-history":[{"count":10,"href":"https:\/\/danielschristian.com\/learning-ecosystems\/wp-json\/wp\/v2\/posts\/94235\/revisions"}],"predecessor-version":[{"id":94288,"href":"https:\/\/danielschristian.com\/learning-ecosystems\/wp-json\/wp\/v2\/posts\/94235\/revisions\/94288"}],"wp:attachment":[{"href":"https:\/\/danielschristian.com\/learning-ecosystems\/wp-json\/wp\/v2\/media?parent=94235"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/danielschristian.com\/learning-ecosystems\/wp-json\/wp\/v2\/categories?post=94235"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/danielschristian.com\/learning-ecosystems\/wp-json\/wp\/v2\/tags?post=94235"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}