Topics

Opinion, Policy, Promising Practices, TeachingThe Facts on Education

How do split-grade classrooms affect learning?

When split-grade classrooms are carefully implemented to support differentiated teaching and include appropriate professional development, as well as curricular and planning resources for teachers, the learning experiences for students in these classes are positive.

by: Daniel A. Laitsch, Ph.D.

Opinion, TeachingEdwire

Connecting Some Thinking Around Effective Professional Development

Context: The Warp and the Weft

by: Stephen Hurley

EdTech & Design, Leadership, Opinion, School Community, TeachingEdwire

Moving Beyond “Sit’n’Git” Pro-D

We need to rethink conferences and professional learning so that they better align with what we want to see in classrooms

by: Chris Wejr

Opinion, TeachingEdwire

Teaching is a ‘Way of Being’ – Part 3

Implications for Professional Learning

by: Peter Skillen

Leadership, Opinion, School Community, TeachingEdwire

The Patchwork Pieces of Professional Development

A response to the teacher PD dilemma

by: Nancy Matthews

EdTech & Design, Opinion, TeachingEdwire

Meeting the Challenge of Infusing Relevant PD in Schools

A combination of face-to-face learning with online engagement will help educators meet the needs of their diverse student populations

by: Kevin Cormier, Lyle Hamm

Engagement, Opinion, TeachingEdwire

Professional Development: a recipe

for sustained learning and a healthy school culture.

by: Jennifer Delvecchio

Research, Teaching, Well at Work

The Manitoba Education Research Network

Teacher research to enhance equity and engagement in education

by: Heather Hunter

Leadership, Opinion, TeachingEdwire

Leap, Pull, Play: A Framework for Innovative Professional Development

by: Elisa Carlson and Donna VanSant

EdTech & Design, Opinion, School Community, TeachingEdwire

My Two PD Hats

Having dual school board roles highlights the need for building both choice and trust into teacher PD opportunities

by: Amy Smith

Opinion, Research, School Community, TeachingEdwire

A Design-Based Approach To Teachers’ Professional Learning

Through a design-based, iterative learning process, classroom teachers gain practical knowledge of “know-how” and “know-why”

by: Dr. Sharon Friesen, Dr. Michele Jacobsen

Engagement, Opinion, TeachingEdwire

A Case for Teachers to Develop Professional Wisdom

More than just training, effective pro-d should raise teaching from a trade to a profession

by: Bruce Beairsto

EdTech & Design, Opinion, TeachingEdwire

Developing Teacher Candidates in a Networked World

It’s no longer enough for faculties of education to deliver static, technical courses on the methods of teaching

by: Dr. Alec Couros, Katia Hildebrandt

Engagement, Opinion, TeachingEdwire

Some Simple Changes for Dramatic Gains

We’ll never see big changes in student learning without considering big changes to teacher learning

by: Dean Shareski

Opinion, TeachingEdwire

Teaching is a ‘Way of Being’ – Part 2

So How Do We Develop Expert Teachers?

by: Peter Skillen