Intentional Interruption: Breaking Down Learning Barriers to Transform Professional Practice
By: Lisa Ain Dack (author), Steven Katz (author)Paperback
1 - 2 weeks availability
Break down the barriers that keep professional learning from sticking! Real professional learning takes place when there is a permanent change in practice. This book outlines what it means to intentionally interrupt the status quo in order to overcome barriers to learning that impede permanent change. The authors explain the psychological processes involved in learning and which biases get in the way of making professional learning stick. Staff developers will find tools and strategies for: * Moving professional learning beyond activities to deepen conceptual change* Enabling new learning by building three key capacities: a learning focus, collaborative inquiry, and instructional leadership* Embedding and sustaining a true learning culture in schools
Steven Katz is a director with the research and evaluation firm Aporia Consulting Ltd. and a permanent faculty member in Human Development and Applied Psychology at the Ontario Institute for Studies in Education (OISE) of the University of Toronto. He is an associate member of the School of Graduate Studies and is the coordinator of the Psychology of Learning and Development initial teacher education program component. Katz has a doctorate in human development and applied psychology, with a specialization in applied cognitive science. His areas of expertise include cognition and learning, teacher education, networked learning communities, and the design of data-driven systems for organizational accountability, planning, and improvement. He has received the Governor General's medal for excellence in his field, and has been involved in research and evaluation, professional development, and consulting with a host of educational organizations around the world. Lisa Ain Dack is a senior associate at Aporia Consulting Ltd. and an instructor of Developmental and Educational Psychology in the Initial Teacher Education program throughout the University of Toronto. Lisa has a doctorate in Developmental Psychology and Education from the Ontario Institute for Studies in Education of the University of Toronto (OISE/UT), with a collaborative degree in Developmental Science. Lisa leads many research projects investigating within-school professional learning communities and cross-school networked learning communities, and has been involved in research projects on assessment and evaluation. She also undertakes program evaluations at both the primary and secondary levels. In addition, Lisa leads workshops for administrators and teachers throughout Ontario on within-school professional learning communities and cross-school networked learning communities, as well as on data-driven decision making.
Preface Acknowledgments About the Authors 1. From Activity to Learning 2. The (Very) Hard Work of Learning 3. The Problem With Professional Learning 4. How Do Focus, Collaborative Inquiry, and Instructional Leadership Enable Learning? 5. The Barriers: How Our Minds Get in the Way 6. Intentional Interruption References Index
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- ID: 9781412998796
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