The My Teacher PD Learning Design Methodology
For learning to be meaningful, it should meet the needs of the individual learner. While we know this to be true for students in the classroom, rarely does professional learning live up to this expectation for teacher-learners.
At My Teacher PD, we have taken the time to specifically examine and refine the underlying design of our course methodology to ensure that ALL teachers can focus on THEIR needs, find solutions that meet THEIR goals, and determine the success in THEIR classroom with THEIR students.
Our Personalized Learning Design for Making Evolutionary Changes to Instructional Practice is at the core of all of our Extended Courses, every course in our Learning Library, and forms the foundation of our Collaborative Learning Framework found in the PLC Pathways.
Phase 1: Develop the Foundation
In this phase, educators develop a common understanding of the topic and its importance within today's educational landscape. Here they will answer the questions 'what is it' and 'why should I do it'.
Phase 2: Understand Your Needs
Having developed a foundational understanding of the topic, educators will now self-assess their practice concerning the topic and set goals based on their assessment results. The goal of this phase is for educators to answer the questions 'what am I doing now' and 'what do I want to change'.
Phase 3: Evolve Your Practice
With their goals formalized, the course presents educators with a variety of new strategies, ideas, and tools to enable them to evolve their practice to meet their goals. Throughout this phase, they will integrate and implement new strategies into their classroom lessons. By the end of this phase, educators will have answered the question 'what new strategies can I put in place to achieve my goals'.
Phase 4: Reflect on Results
Having worked to evolve their practice, educators will now analyze the implementation of their new lessons through a series of carefully planned critical reflection activities. Here they will answer the questions 'how did my lesson change', 'how did my instruction change', and 'how did my students' learning change'.