We all know that the world is forever changing and evolving. Not only the world around us, but as a teacher this also means what our students are experiencing, methods, resources, and strategies are also always evolving and changing. In order to best meet the variety of needs that our students come to school with, we must continue to learn through professional development text, mentoring others as well as being mentored, working with and creating relationships with colleagues, and possibly developing and conducting our own research. Professional development texts provide us with a way to stay up to date with strategies, research, and teaching models. We can easily find text that meet our specific area of teaching, or use this as a way to explore and problem solve other areas that may be of concern in our own classroom or school. As quoted in Becoming a Literacy Leader by Jennifer Allen, Jimmy Fallon says "Nothing brings people together more than shared experiences." Developing relationships with colleagues to provide mentoring or be mentored allows us to "share the wealth." Often times, when a problem arises in a classroom, someone else has also experienced it before. What better way to problem solve than to reach out to someone who has dealt with, researched, and successfully resolved a similar problem than you? As teachers, one of our greatest resources is each other! Lastly, research may not be for everyone, however, during my time as a student in the NLGL cohort I developed an action research plan to help support a weakness I saw in my classroom and my teaching. Researching resources and articles gave me a strong insight as to how I could strengthen this part of my teaching to better benefit and reach my students. I have experienced and witnessed my own weaknesses become strengths both through my teaching and through my student's learning.
Below are some of my favorite professional development text, projects that I have engaged in with colleagues, and my action research plan that I developed. |
Nothing brings people together more than shared experiences. |
PROFESSIONAL DEVELOPMENT TEXTS
COLLABORATION WITH COLLEAGUES
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CREATING ACTION RESEARCH
REFERENCES
Alison. (2016, May 18). 5 Ways To Help Primary Students Apply Reading Strategies Independently. Retrieved fromhttps://learningattheprimarypond.com/blog/apply-reading-strategies-independently
Allen, J. (2016). Becoming a literacy leader: supporting learning and changing. Portland, ME: Stenhouse Publishers.
Anees, S. (2017). Analysis of assessment levels of students’ learning according to cognitive domain of Bloom’s Taxonomy. University of Agriculture. (ED586762).
Berry, B., & Farris-Berg, K. (2016, September 22). Leadership for teaching and learning. Retrieved fromhttps://www.aft.org/ae/summer2016/berry_farris-berg
Clausen, T. (n.d.). FREE - Bloom's Question Cards - Bloom's Taxonomy. Retrieved fromhttps://www.teacherspayteachers.com/Product/FREE-Blooms-Question-Cards-Blooms-Taxonomy-257765
Culham, R. (2018). Teach writing well: how to assess writing, invigorate instruction, and rethink revision. Portland, ME: Stenhouse Publishers.
Dana, N. F., Yendol-Hooppey, D., & Thompson-Grove, G. (2014). The reflective educators guide to classroom research: Learning to teach and teaching to learn through practitioner inquiry. Thousand Oaks (California): Corwin.
Degener, S., & Berne, J. (2017). Complex questions promote complex thinking. Reading Teacher, 70 (5), 595–599.
Gilliam, K. C., Baker, M., Rayfield, J., Ritz, R., & Cummins, R. G. (2018). Effects of question difficulty and post-question wait-time on cognitive engagement: A psychophysiological analysis. Journal of Agricultural Education, 59 (4), 286–300.
Kelly, S., Olney, A. M., Donnelly, P., Nystrand, M., & D’Mello, S. K. (2018).Automatically measuring question authenticity in real-world classrooms. Educational Researcher, 47 (7), 451–464.
Kiss, T., & Wang, A. (2017). Investigating teacher questions within the framework of knowledge building pedagogy. Journal of International Social Studies, 7 (1),55–69.
Layne, S. L., & Routman, R. (2015). In defense of read-aloud: sustaining best practice. Portland, ME: Stenhouse Publishers.
Merideth, E. M. (2007). Leadership strategies for teachers. Thousand Oaks, CA: Corwin Press
Ogurlu, U. (2016). Inside a gifted class: classroom discourse patterns, Teacher and student questions, and teacher revoicing. Australasian Journal of Gifted Education, 25(1), 31–46
Paleeri, S. (2015). Setting objectives of value education in constructivist approach in the light of revised Blooms Taxonomy (RBT). Journal on School Educational Technology, 10(3), 1–12.
Razak, R. A., Yusop, F. D., Halili, S. H., & Chukumaran, S. R. (2015). Electronic continuous professional development (E-CPD) for teachers: Bridging the gap between knowledge and application. Turkish Online Journal of Educational Technology - TOJET, 14(4), 14–27.
Shea, M., & Ceprano, M. (2017). Reading with understanding: A global expectation. Journal of Inquiry and Action in Education, 9(1), 48–68.
T. (n.d.). Bloom's Taxonomy Flip Chart {Freebie}! Retrieved from https://www.teacherspayteachers.com/Product/Blooms-Taxonomy-Flip-Chart-Freebie-660065
Walsh, R., Bowes, J., & Sweller, N. (2017). Why would you say goodnight to the moon? Response of young intellectually gifted children to lower and higher order questions during storybook reading. Journal for the Education of the Gifted, 40(3), 220–246.