4. Context matters.
Part of offering flipped PD means making the experience more personal, and, therefore, more productive and meaningful. Part of personalization means catering specifically to content area of focus for faculty, course objectives and personal interests.
“We don’t come in dictating what they’re here to learn and work on,” Daniels said. “When they realize they’re being given time to think about what they want to be doing, and to grow at their own pace, they’re absolutely relieved. And there’s been a remarkable shift in attitude toward personal growth because of that.”
5. Have experts/specialists at the session.
Having time for practice in the PD session means participants can also have access to tool/technique experts, or specialists from the campus that can help.
For example, if a faculty member needs to work with an IT specialist for implementation of a MOOC, have the IT specialist there to answer any questions.
6. Create community for post-session
Just like with online learning, having a community of learners interested in the topic helps to not only cement what was just learned, but continue to motivate those interested in learning.
“Teachers are greatly impacted by the work of their colleagues,” said Daniels. “The shared stories, projects and reflections of one teacher are often the ‘sparks,’ or starting points, for another. Learning is collaborative in nature, and flipped PD provides authentic opportunities for collaboration based on grade level, content area or interest.”
Daniels also noted that PD instructors can guide faculty into these collaborative opportunities or other appropriate professional networks.
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