Why We Learn

Thoughts on educational psychology, instructional design, and the integration of technology in educational settings.

Category: Policy

Ohio Teacher Evaluation System : Dishonest, Unrealistic, and Not Fully Supported by Academic Research

I've spent the past three days at an OTES (Ohio Teacher Evaluation System) training. This system is being phased in over the next two years, and will serve as the vehicle by which all teachers in Ohio are evaluated. The workshop culminates with a post-assessment, taken some time after the classes end, resulting in licensure […]

Leadership Values : A Self-Assessment

The following is an exercise aimed at informing oneself of their values with regards to school administration. Identifying My Core Values of Leadership I was to first generate a list of values that I believe “guide my behavior”. That list, constructed over breakfast a couple of days ago, is below. Honesty Integrity Openness Commitment Inquisitiveness […]

Mott & Wiley, 2009 – About that last paragraph…

January 3, 2010 I spent 3 months tutoring a middle school student during my senior year of high school, and ever since I’ve believed that the one-on-one, face-to-face environment is uniquely suited for instruction. These feelings have been reinforced, my interest piqued once more, as I have read about cognitive apprenticeship and Rogoff’s Apprenticeship in […]

The Cynefin Framework and (the Complexity of) Classroom Instruction

Classroom instruction is complex but do we treat it as such? Is “sensing” a priority of teacher education? How would an instructor who waits for “patterns to emerge” be viewed by their supervisor? As laid back? Aloof? And does outcome-based education (unintentionally) result in educators treating complex situations as complicated, or worse yet, simple in […]

Professional Development – CFG + PLN = D&M?

An Overview Professional development can be a sticky topic, sometimes bleeding into areas such as contractual obligations and monetary reimbursement. There is, however, lurking below the surface, a more implicit and problematic dissonance. Not all professional educators are consciously aware of this disconnect, but the contempt with which some view staff-wide professional development indicates that […]