The Future is not a Fixed Point

What we as adults have come to know as school will be quite different to what our
children will view as school. We are coming into a digital age with trends that are starting to
make a big impact in education as we know it. What used to be an assembly line of education is
taking a turn into a customizable leaning path for each individual student. Even though the
future hasnt been written yet, we can consider the past to help us realize how we have grown in
education to today and what we hope to become in the future. The only difference between then
and now is how we have made that goal a reality. We have turned improvement into
consequences and fear of not performing. Support has turned into punitive measures and high
stakes testing. Another fundamental notion of curriculum that stays the same from the past is
the idea being that there are certain knowledge and skills that people need in order to lead
productive lives as citizens and wage earner (Schoenfeld, 2016, pg.106). This same notion is
the same today but is labeled as 21st century skills. Another notion that was surprisingly
introduced by Monroe in 1917 was A pupils performance depends upon several factors of
which his ability is one (Schoenfeld, 2016, pg. 107). He goes on to discuss how physical,
mental, and emotional status affects ability along with the physicality of the environment. Even
though this was introduced in 1917, little attention was actually given to students instructional
history. The problem is that we are stuck in the same rut as in the past, knowing that external
factors affect students but not doing anything to control them. This is what we hope to change
for the future and this is what I hope to change with my Professional Development plan
With the overabundance of resources, we have obtained through this program, I have
come to understand the steps in creating a movement towards an innovative mindset. It taught
me to take a step back in order to create a shared vision, understand the cognitive realities of my
students, develop technological value, put learning in the hands of the students, understand and
learn about the technology that is accessible to us, and be able to train my colleagues about
putting all of this into motion. By having a shared vision of what the project looks like, how to
create it, and how to use it to monitor student progress, my faculty can become innovative
leaders that other teachers can look up to and follow in our footsteps. What made me think of
this professional development plan was when George Couros asked, would you want to be a
learner in your own classroom (Innovators Mindset, pg. 449)? I felt that the answer would be
no. I want to be more empathetic, risk taking, networked, observant, creative, resilient, and
reflective in my teaching. I also want my fellow teachers to have these characteristics. These
classes have helped me get to this point so I want my faculty to be able to go through the same
journey that I did. By making this professional development available to my faculty, I can
attempt at making this a reality and helping to affect all the students at my school instead of just
the class that I teach.
During this journey, I feel that I have come a long way with understanding HPL and
adopting it into my life at school. It wasnt until I finished my courses that I truly knew what
High Performance learning was and how to structure a student-centered learning environment.
To get my faculty to this same point we need to go over how this professional development ties
in with High Performance Learning. To do this we need to go over the cognitive arcs of HPL.
Arc one proposes we need to understand learners and their cognitive realities in order to
educate them better. Before this course, it didnt occur to me that each student is unique, has
specific needs, different interests, and psychological factors that affect their learning. The
professional development plan is to advocate for the dignity of the learner socially, culturally,
economically, and across all learning landscapes. We as educators, need to think about the
reasoning behind misbehavior, bad grades, anxiety, or social awkwardness. Through
neuroscience, we can understand how to help these students succeed not only in the classroom
but in society. This is where I come in as a scholar practitioner. I need to teach my fellow
teachers this information so we can start researching more about neuroscience and applying it to
our students. This will also help my colleagues understand how stress can greatly affect the
cognitive abilities of the students and how to better help students with things like test anxiety.
Lastly, I can use this information as more of a push towards rubrics and project based learning.
Based on Arc 2, educators need to be aware of, and understand, current research on
learning and cognitive processes. Before this course, I based lessons on Blooms taxonomy,
rewards and punishments, and skill and drill worksheets. These were theories derived from past
educational practices. Again, I was stuck in the traditional ways of teaching, thinking conformity
was the answer. During this professional development, I will not only teach the faculty what
learner-centered theory is, but how to transition their classroom into one. Learner-centered theory
is different from other existing learning theories by encompassing the framework of the later
theories, but incorporating current research in order to provide a theory that can be used in any
setting. Learner-centered theory is distinguishable due to the function of the content, the role of
the teacher, the responsibility of the learner, purpose of assessment, and the balance of power
(Weimer 2002). Im hoping that my faculty will see that using PBL and digital learning will
become a natural transition to handing the learning over to the students. This will also help from
moving into a facilitator versus a sage on the stage. I will also show the faculty how this type of
learning allows for more creativity, critical thinking, collaboration, and flexibility.
Based on Arc 3, educators need to develop curriculum and learning environments to
optimize learner performance. In Cognitive learning, structure is necessary for new information
to be learned meaningfully and for accurate recall later (Tennyson 5). Content is also
understood by the way students organize their memories in order to access skills necessary for
problem solving. As a teacher in this new paradigm shift, it is my responsibility to not only
structure my lessons by scope and sequence but also understand how my students are organizing
that information. This is also the case when it comes to giving professional development to my
teachers. Through the way these courses were organized, I learned that using modules was
similar to learning by themes. If I incorporate these themes to my professional development
project, I am able to step away from discrete subjects to focus on real world problems. The
content that is offered also needs to meet the needs of faculty and what they want to focus on.
By giving choices, they will have a better way of navigating the website on their own based on
what their professional goals are. Before this course, I didnt give my students choices or give
them time for self-discovery. I felt that time was of the essence and projects took too much time
away from authentic learning. Instead, I would waste time taking notes, creating
presentations, and lecturing to students. During this time, I was doing all the learning while my
students were merely memorizing the information I was giving them. The goal of the teacher is
that anactive, self-regulated, goal-directed, and reflective learner constructs personal knowledge
through discovery and exploration in a responsive learning environment (Tennyson 7). The
organization of these courses taught me how I can facilitate learning rather than lecturing.
Through the use of open ended questions, I am able to guide my students thoughts rather than
being the one giving them the thoughts. By giving my students a variety of resources, I am able
to step away from the center and make my students become responsible learners by researching
the topic at hand based on their interests. By doing this, I will also be able to get to learn how
my students are organizing this information, and guide them to master each objective. I have
since learned from this and will not make the same mistake with my teachers. I will give them
time to explore learning on their own and develop skills that are needed to become responsible
learners, teachers, and leaders. I will teach them how to become educational innovators that will
reshape the educational paradigm with innovating thinking.
Lastly, Arc 4 creates scholar practitioners that educate teachers and administration to
create and sustain a new learning performance model in education. By finishing the HPL
courses I have a better understanding of how to incorporate this model into my classroom. I also
believe that this new paradigm shift is what we need to empower the students of today. My goal
of a scholar practitioner is to transfer my knowledge of this course to that of my colleagues. It
is not sufficient for us to just do, as models of the doing, but rather we must reflect on our own
process of doing in a manner that makes it accessible to others (Holloway, 1994, p. 7). Through
High Performance Learning, I can delve into the research and explore methods and theories that
help explain my actions: What am I doing; why am I doing it; and why does it matter? The
reflective and reflexive portfolio piece allowed me time to contemplate my teaching, as well as
my foundational beliefs and attitudes. This portfolio also helped me organize my once scattered
thoughts into a cohesive philosophy. This evaluative piece permitted me a time of gathering data
in an effort to mark any growth, as it directly relates to my actions as a teacher/administrator. It
has enabled me to contextualize my understanding of High Performance learning and my
capacity to create and sustain this new paradigm shift as a scholar-practitioner. With all that I
have learned, I hope to transfer it to my colleagues so they too may become scholar practioners.
They will understand the foundations of HPL and student-centered learning. They will then
learn how to innovate their curriculum through PBL and digital learning. Lastly, they will
collaborate with other teachers about their tribulations and successes.
My goal is to create the standards-based curricula where High Performance learning
will mend into something that is created with competencies in mind, learning paths to get there,
and assessments that monitor learning. After this professional development, I want my teachers
being architects of High Performance Learning environments by designing formal and informal
learning settings that keep in mind the brain and mind of their students. In the Forecasting the
Future of K-12 Teaching: Four Scenarios for a Decade of Disruption, Prince offers four
scenarios that will help move us from the past into a future where education is something that we
create rather than being fixed. In any scenario however, we as professionals need to be active
agents of change if we hope that todays reality is going to change into something that we can
picture education being. We have seen how education has been at a standstill and now is the time
to change it for good. According to the article, Prince reports a decline in teacher satisfaction
which, when extrapolated, will lead to more teachers unhappy, stressed, and feeling like they are
fighting a losing battle. If we keep this current situation going, then there will be no more agents
to change education. We need to take action in creating our own direction with teaching where
students are focused on learning. In Princes scenario, teachers collaborate in order to customize
curriculum, learning paths, and assessments similar to what Rugg and Osburn had hoped for in
the 1920s. If this scenario doesnt work, scenario two will create our jobs being threatened by
other means of learning platforms. This may lead to our true hopes of an educational model
being only supplementary to our ever-growing random model of today. This is the case because
our traditional school is too regimented where change is too hard. Scenario 3 will create a more
diverse role in education where the community itself will take ownership of accountability for
learning. Our ideal future of customizability to each students learning will be created that
reflects each students interests, goals, and values. Prince puts it perfectly when saying, This
time of disruption could create new possibilities for supporting all children in better ways than
we are able to do today(Prince, 2014, pg. 8). Therefore, the start of my professional
development will focus on Project-Based learning and Digital learning.
Digital learning is about students using digital tools for learning and collaborating while
STEAM learning is incorporating activities of science, technology, engineering, arts, and math in
order to solve real-world problems using creativity and curiosity. Learning networks will not
only help to create these 21st century skills for our students, but also help personalize their
learning in a fun and comfortable way for these digital natives. According to Eric Sheninger,
technology has the power to engage students, unleash their creativity, and allow them to apply
what they have learned to demonstrate conceptual mastery (Digital Leadership, pg. 66). Vision,
support, professional development, and embracement are the key steps in creating an innovative
mindset when it comes to immersing our students and classrooms with technology. First we
need to place a high value on the technology that we are using so that we are not pursuing
technology just for the purpose of using it. Instead, we need to use technology that supports
learning and creates meaningful experiences for our students that is relevant. This includes
making an improvement plan and taking on a more meaningful role as teachers. We also need to
be supported technologically with a variety of technology products and applications including a
network that is built to withstand the connection in which we need it to produce. According to
the Sprout Fund, youth in the digital age are pursuing knowledge differently, developing their
identities and interest differently, and seeking support differently, which is why teachers need to
throw away the traditional methods for those of the digital age we are living in (Remake
learning playbook, p.5). Through professional development, teachers will be trained on the
various technology products that are accessible to us and how to integrate it into the classroom.
Through the use of personalized learning networks, knowledge, ideas, and strategies for using
this technology can be done so in a collaborative format where teachers are able to share their
own ideas of how they incorporate technology into their classroom. The final step in making
technology the forefront of the classroom is embracing the use of technology by applying
teachers visions into the classroom and continuing to move into a HPL learning environment.
By becoming empowered by technology, teachers are able to hand learning over to the students
in a more personalized learning experience that is more meaningful, relevant, and intrinsically
motivating.
The other theme surrounding the Professional Development is innovating the curriculum
using Project Based learning. How do learners acquire knowledge? This is a question behind
every educators mind. When using inquiry teaching, students use inquiry practices which
include generating questions and formulating and evaluating explanations. From a pedagogical
perspective there are four categories of inquiry teaching that help to structure activities in the
classroom: inquiry-based learning, problem-based learning, project-based learning, and case-
based learning. Inquiry has been around since the time of Plato and Galileo, but has offered a
more prominent role in education today based on researchers beliefs that inquiry promotes a
deeper understanding of the subject matter, facilitates transfer, and allows an understanding of
the scientific method including how these methods relate to each other (Blanchard et al., 2008
and Singer, Marx, Krajcik, & Clay-Chambers, 2000). Project based learning (PBL) Is an
approach that fosters this social interaction, where students find solutions to a driving question
that is based on a real-world problems. This type of project is consistent with HPL providing
authentic learning centered on the learner, where they get a voice and a choice of the outcome
that they develop without leaving standards behind. Not only is Project Based Learning (PBL), a
great tool to integrate different subject areas, but it allows diversity within the classroom where
students have the autonomy to learn in their own way creating flexible learning environments
(Project-based learning: Characteristic and the experiences with application in the science
subjects, pg. 2). According to David Lee at Edtech (2015), there are four phases of PBL
including launching the project, building knowledge, developing and revising products and
answers, and presenting the products. When the teacher launches the project they need to catch
the attention of students and provide a clear open ended question that intrigues students with
what the project is about. This question will drive the inquiry part of the project through flexible
learning that includes student driven research and resources given by the teacher including mini
lessons and tasks that supplement the requirements of the project (Introduction to the PBL
process). When students develop and revise their answers to the driving question, they get to
decide how they work, how they use their time, and what they create such as a web page,
brochure, public service announcement, or presentation (Introduction to PBL process). The
teacher is then able to give feedback that helps support further revisions and inquiry while also
assessing the 21st century skills that are being developed such as innovation, creativity, and
collaboration. According to Edutopia (2014), assessing PBL means including those that are most
involved with the project by the students assessing themselves and their team mates and being
able to showcase all of the hard work that they did by not only presenting this in front of their
peers but their other teachers and school community as well (Embedding assessment throughout
the project). Through PBL, students are able to involve both vertical learning, including subject
matter knowledge, and horizontal learning, such as project management, both of which will be
needed in any job that they have in the future. As module 5 overlapped with module 6, I was
better able to understand how PBL allows me as a teacher to support my students through the
learning process through a true student-driven lesson. Through scaffolding, I am able to plan
accordingly to the point that students are truly supported in their endeavors while at the same
time owning their own learning. According to Edutopia (2014), its not about giving students a
worksheet that the teacher has created, but introducing a topic that will build curiosity and
provide opportunities to inquire and ask questions around it. Its about providing opportunities
for students to work together to find their own answers to the questions that are posed or perhaps
think of more questions (Facilitating learning in a student-driven environment).

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