To have state-of-the-art professional learning opportunities for teachers, I think most of us would agree that those opportunities should be heavily teacher-influenced, so that individual teachers propose what they need to learn and receive support for learning those things. Yet we need to be cautious, with this approach, not to mistake “autonomy” for “license.” The former is critical to motivation in adult learners. The latter can be scattershot—untethered from the most compelling needs of today’s learners.
Tomlinson, C. A. (2018, November). One to Grow On / Help Teachers Become Master Learners. Retrieved February 13, 2019
- Posted: March 27, 2019
Home » Best Practices » Tomlinson, C. A. (2018, November). One to Grow On / Help Teachers Become Master Learners. Retrieved February 13, 2019
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- Why Poverty Matters
- Poverty Data Sources
- Neuroscience & the Classroom
- Why Resources Matter
- 1 – Build Relationships
- 2 – Decrease Stress
- 3 – Increase Status
- 4 – Increase Hope
- 5 – Proactively Guide
- 6 – Use “Me” Strategies
- 7 – Understand Goals of Misbehavior
- 8 – Decrease Health Impacts
- 9 – Build Family/Community Partnerships
- 10 – Align Instruction & Assessment
- 11 – Motivate
- 12 – Grow Mindsets
- 13 – Build Background Knowledge
- 14 – Grow Executive Function
- 15 – Build Memory Trace
- 16 – Grow Emotional & Soft Skills
- 17 – Purposefully Teach
- 18 – Explicitly Teach
- 19 – Question Strategically
- 20 – Use Data
- 21 – Make Learning Fun
- 22 – Accommodate
- 23 – Infuse the Arts
- 24 – Maintain High Expectations
- 25 – Lead