The What the Why Why& the How. A destination or a journey? We are from Allah, and to Him shall we return. We are from Allah, and to Him shall we return.

The What The What thethe

Why Why

& &

the Howthe How

A destination or a A destination or a journey?journey?

We are from Allah, and to Him shall We are from Allah, and to Him shall we return. we return.

Surah Al-Surah Al-Baqarah : Ayah 156Baqarah : Ayah 156

Baggage or Package!Baggage or Package!

We are from Allah, and to We are from Allah, and to Him Him shall we shall we be returningbe returning

Shall we return Shall we return

Vs.Vs.

Shall we be returningShall we be returning

What we are is God’s gift to us, what What we are is God’s gift to us, what we become is our gift to God.we become is our gift to God.

What lies beneath & What lies beneath & beyond?beyond?

Notice the difference in meaning of the Notice the difference in meaning of the Ayah in terms of:Ayah in terms of:

• BeliefsBeliefs• Intentions/actionsIntentions/actions• ExpectationsExpectationsHow often do we?How often do we?• Review our beliefsReview our beliefs• Reflect on our actions/intentionsReflect on our actions/intentions• & & • Re-assess expectationsRe-assess expectations

Way of thinking Way of thinking 3Rs of Reasoning (Review, Reflect & Re-3Rs of Reasoning (Review, Reflect & Re-

assess)assess)• do we accept the knowledge that is do we accept the knowledge that is

handed down to us handed down to us or or do we do we challenge it?challenge it?

• do we remain at the superficial do we remain at the superficial level & miss out the essence level & miss out the essence or or do do we explore and investigate?we explore and investigate?

• do we miss out the essence and fail do we miss out the essence and fail to see the linksto see the links oror do we do we experiment and make connections?experiment and make connections?

Climb if you will, but remember that courage and strength are naught without prudence, do nothing in haste; look well to each step; and from the beginning think what may be the end.

So what does it take to embark on the journey to Professional Development?

What is CPD?What is CPD?

Continuing Professional Continuing Professional Development (CPD) is the Development (CPD) is the process of continually updating process of continually updating your professional skills, your professional skills, knowledge and attitudes knowledge and attitudes throughout your working life. throughout your working life. CPD is more than a process, it is CPD is more than a process, it is also a philosophy and strategy also a philosophy and strategy for the management of change.for the management of change.

What can it do for you?What can it do for you?

Whether you’ve been teaching for years or you’re just Whether you’ve been teaching for years or you’re just starting out, the right development and training starting out, the right development and training opportunities can:opportunities can:

• increase your skills, knowledge and understanding,increase your skills, knowledge and understanding,• open up new career options and help you to get more open up new career options and help you to get more

satisfaction from your career . satisfaction from your career . Throughout your career, you need to:Throughout your career, you need to:• identify your learning needs identify your learning needs •    plan and manage your professional development plan and manage your professional development so that you so that you • demonstrate, and model to your students, a real  demonstrate, and model to your students, a real 

commitment to  commitment to  lifelong learning. lifelong learning.

Scope & Function of PDScope & Function of PDProfessional Development encompasses the:Professional Development encompasses the:• Psychology, Philosophy, and Sociology of teachingPsychology, Philosophy, and Sociology of teachingIt defines: It defines: • Direction, focus, intention, Direction, focus, intention, It builds on:It builds on:• knowledge, skills, attitudes and experiencesknowledge, skills, attitudes and experiencesIt helps:It helps:Make links, clarify concepts, extend upon ideas, Make links, clarify concepts, extend upon ideas,

creativity and innovationcreativity and innovationIt creates a/an: It creates a/an: • Culture of learning, environment that nurtures Culture of learning, environment that nurtures

values&values& ethics , a shared understanding of principles of both ethics , a shared understanding of principles of both

teaching and learningteaching and learningIt addresses:It addresses:• Beliefs, perceptions, assumptions, and issuesBeliefs, perceptions, assumptions, and issues

Scope & Function of PDScope & Function of PD

It promotes:It promotes:• Critical thinking, sharing of experiences Critical thinking, sharing of experiences

and ideas, meaningful and rich learning, and ideas, meaningful and rich learning, It considers:It considers:Theory, practice, ability, breadth, balance, Theory, practice, ability, breadth, balance,

relevance and progressionrelevance and progressionIt engages: It engages: attention, interest, passion, attention, interest, passion, It leads to:It leads to: A commitment to life-long learning, an A commitment to life-long learning, an

awareness of the ‘bigger picture’, awareness of the ‘bigger picture’, sensitivity to the environmentsensitivity to the environment

Tangles of teachingTangles of teaching

SubjectSubject is as large and complex as life, so our knowledge is as large and complex as life, so our knowledge

is always flawed and partial. is always flawed and partial. StudentsStudents are larger than life and even more complex. To are larger than life and even more complex. To

see them clearly and see them whole, and respond see them clearly and see them whole, and respond to them wisely in the moment, requires a fusion to them wisely in the moment, requires a fusion of Freud and Solomon that few of us achieve.of Freud and Solomon that few of us achieve.

A mirror to the soul A mirror to the soul As I teach, I project the condition of my soul onto As I teach, I project the condition of my soul onto

my students, I expose my understanding of the my students, I expose my understanding of the subject knowledge, and I also establish a subject knowledge, and I also establish a relationship with them. Knowing myself is as relationship with them. Knowing myself is as crucial to good teaching as knowing my students crucial to good teaching as knowing my students and my subject. If I am willing to look in that and my subject. If I am willing to look in that mirror, and not run from what I see, I have a mirror, and not run from what I see, I have a chance to gain self-knowledgechance to gain self-knowledge

ready to take risks…ready to take risks…

good teaching comes from thegood teaching comes from the identityidentity and and integrity integrity of the teacher.of the teacher. In every class we teach, our ability to In every class we teach, our ability to connect with our students, and to connect connect with our students, and to connect them with the subject, depends less on them with the subject, depends less on the methods we use than on the degree to the methods we use than on the degree to which we know and trust our selfhood which we know and trust our selfhood and are willing to make it available and and are willing to make it available and vulnerable in the service of learning.vulnerable in the service of learning.

identityidentity

Is an evolving nexus where all the forces that Is an evolving nexus where all the forces that constitute my life converge in the mystery of constitute my life converge in the mystery of self: myself: my genetic makeupgenetic makeup, , thethe nature of the nature of the manman and womanand woman who who gave me lifegave me life, , the the cultureculture in which I was raised, in which I was raised, people who people who have sustainedhave sustained me and me and peoplepeople who have who have done me harmdone me harm, the , the good and illgood and ill I I have done have done to othersto others, and , and to myselfto myself,, the experience of the experience of love and sufferinglove and suffering and much, much more. In and much, much more. In the midst of that complex field, identity is a the midst of that complex field, identity is a moving intersection of the inner and outer moving intersection of the inner and outer forces that make me who I am, converging in forces that make me who I am, converging in the irreducible mystery of being human.the irreducible mystery of being human.

integrityintegrity

whatever whatever wholenesswholeness I am able to find within I am able to find within that nexus as its vectors form and re-form the that nexus as its vectors form and re-form the pattern of my life. Integrity requires that I pattern of my life. Integrity requires that I discerndiscern what is integral to my selfhood, what what is integral to my selfhood, what fits and what does not and that I choose life-fits and what does not and that I choose life-giving ways of relating to the forces that giving ways of relating to the forces that converge within me: do I welcome them or fear converge within me: do I welcome them or fear them, embrace them or reject them, move with them, embrace them or reject them, move with them or against them? By choosing integrity, I them or against them? By choosing integrity, I become more whole, but wholeness does not become more whole, but wholeness does not mean perfection. It means becoming more real mean perfection. It means becoming more real by acknowledging the whole of who I am.by acknowledging the whole of who I am.

The process of self-The process of self-discoverydiscovery

• Identity and integrity are not the Identity and integrity are not the granite from which fictional heroes are granite from which fictional heroes are hewn. They are subtle dimensions of the hewn. They are subtle dimensions of the complex, demanding, and life-long complex, demanding, and life-long process of self-discovery.process of self-discovery. IdentityIdentity lies lies in the intersection of the diverse forces in the intersection of the diverse forces that make up my life, and that make up my life, and integrityintegrity lies lies in relating to those forces in ways that in relating to those forces in ways that bring me wholeness and life rather than bring me wholeness and life rather than fragmentation and death.fragmentation and death.

What is above knows what is below, but What is above knows what is below, but what is below does not know what is what is below does not know what is above. One climbs, one sees. One above. One climbs, one sees. One descends, one sees no longer, but one has descends, one sees no longer, but one has seen. seen.

There is an art of conducting oneself in There is an art of conducting oneself in the lower regions by the memory of what the lower regions by the memory of what one saw higher up. When one can no one saw higher up. When one can no longer see, one can at least still know. longer see, one can at least still know.

Rene Rene DaumalDaumal

What are the tools with which you What are the tools with which you can move mountains?can move mountains?

Student Cues and Questions (Robert Marzano)

Teacher Cues and Questions

A. Examining Importance

How important is this to me? What is my reasoning? How logical is my reasoning?

How have I provided opportunity or opportunities for the students to express why this is important? How have I supported students in checking the logic in their reasoning?

B. Examining Efficacy

How capable do I think I am to learn this? What is my reasoning? How logical is my reasoning?

How have I encouraged or promoted confidence in students to learn new materials, ideas, concepts and/or procedures? How reasonable and logical are these pursuits in relationship to the request?

C. Examining Emotional Response

What is my emotional response to this? What is the reasoning behind my response? How logical is my response?

How have I provided opportunity or opportunities for students to explore their emotional response to a topic, idea, concept or procedure? How have I assisted students in examining the logic behind their emotional response?

D. Examining Motivation

What is my level of motivation to learn this? What is my reasoning? How logical is my reasoning?

How have I provided opportunity or opportunities for the students to become interested in the new materials, ideas, concepts and/or procedures thus motivating them to be engaged in the learning process?

Adaptation from Developing Minds Edited by Art CostaStudent and Teacher Cues and Questions

For the Levels of the New Taxonomy by Robert Marzano

The Taxonomy Table1RememberRetrieval

2.UnderstandComprehension

3.ApplyKnowledge utilization

4.AnalyzeAnalysis

5.Evaluate

6.Create

A. Factual Knowledge (information)

B. Conceptual Knowledge (information)

C. Procedural Knowledge mental/physical procedures)

D. Meta-cognitive Knowledge Meta-cognition/Self

The Taxonomy Table1RememberRetrieval

2.UnderstandComprehension

3.ApplyKnowledge utilization

4.AnalyzeAnalysis

5.Evaluate

6.Create

A. Factual Knowledge (information)

PD new theories, ideas &information

Share these ideas/theories and information

Read up, explore Review own practice

Come to a conclusion

Involve others

B. Conceptual Knowledge (information)

Concept of CPD

Give own meaning to the concept

Look for more sources

Reflect on own practice to find connections

Come to a decision

Create own meaning

C. Procedural Knowledge mental/physical procedures)

What all does PD encompass? What are the different aspects?

What areas can it be applied to?

What other ways are there besides PD to develop my teaching skills?

How is Professional development different from personal dev?

What strategy would help me the most?

My personal philosophy

D. Meta-cognitive Knowledge Meta-cognition/Self

Why should I even consider this option?

How has the awareness of PD affected my thinking?

How can I apply my knowledge to develop my personal relationships

What do I do if I am not able to?

What mental and affective processes do I need to enhance my knowledge?

How can I become a better teacher/person

Classroom ExampleClassroom Example

Most curriculum standards are organized Most curriculum standards are organized around concepts which are usually labeled by around concepts which are usually labeled by one or two words. A concept such as “triangles” one or two words. A concept such as “triangles” would include all the information components: would include all the information components:

• Vocabulary Vocabulary (information): isosceles, (information): isosceles, equilateral, hypotenuse equilateral, hypotenuse

• GeneralizationGeneralization (information): All right (information): All right triangles have one angle of 90 degrees. triangles have one angle of 90 degrees.

• Mental procedures: Mental procedures: Conducting proofs and Conducting proofs and figuring the length of the side of a right triangle figuring the length of the side of a right triangle

• Physical procedures:Physical procedures: Constructing triangles Constructing triangles with a compass and rulerwith a compass and ruler

Thinking & FeelingThinking & Feeling

The Cognitive The Cognitive DomainDomain

KnowledgeKnowledgeComprehensionComprehensionApplicationApplicationAnalysisAnalysisSynthesisSynthesisEvaluationEvaluation

The Affective DomainThe Affective DomainReceiveReceiveRespondRespondValueValueOrganize/Organize/

Conceptualize valuesConceptualize valuesInternalize Internalize

/Characterize values/Characterize values

Doing &WillingDoing &Willing ConationConation refers to the connection of knowledge and affect refers to the connection of knowledge and affect

to behavior and is associated with the issue of "why." It is to behavior and is associated with the issue of "why." It is the personal, intentional, planful, deliberate, goal-oriented, the personal, intentional, planful, deliberate, goal-oriented, or striving component of motivation, the proactive (as or striving component of motivation, the proactive (as opposed to reactive or habitual) aspect of behavior It is opposed to reactive or habitual) aspect of behavior It is closely associated with the concept of volition, defined as closely associated with the concept of volition, defined as the use of will, or the freedom to make choices about what the use of will, or the freedom to make choices about what to do (Kane, 1985; Mischel, 1996). It is absolutely critical if to do (Kane, 1985; Mischel, 1996). It is absolutely critical if an individual is successfully engaged in self-direction and an individual is successfully engaged in self-direction and self-regulation.self-regulation.

Some of the conative issues one faces daily are: Some of the conative issues one faces daily are: • what are my intentions and goals; what are my intentions and goals; • what am I going to do; what am I going to do; • what are my plans and commitments? what are my plans and commitments? (Baumeister, Bratslavsky, Muraven & Tice, (Baumeister, Bratslavsky, Muraven & Tice,

1998; Emmons, 1986).1998; Emmons, 1986).

Why CPD? Why CPD? The higher the mountain the deeper

the valley. A friend will sing with you when you're A friend will sing with you when you're on the mountain top, and silently walk on the mountain top, and silently walk

beside you through the valley.beside you through the valley.

Consider…Consider…

• What made you decide to enter the What made you decide to enter the teaching profession?teaching profession?

• What were your feelings/emotions after a What were your feelings/emotions after a substantial teaching experience?substantial teaching experience?

• What significant sets of skills (hard/soft) What significant sets of skills (hard/soft) have you developed over the years?have you developed over the years?

• What one aspect of your vocation has What one aspect of your vocation has made you continue all this while? Why?made you continue all this while? Why?

Beliefs-a "messy Beliefs-a "messy construct”construct”

Pajares (1992), refers to beliefs as a "messy Pajares (1992), refers to beliefs as a "messy construct", which "travels under the alias" of: construct", which "travels under the alias" of: "attitudes, values, judgments, axioms, opinions, "attitudes, values, judgments, axioms, opinions, ideology, perceptions, conceptions, conceptual ideology, perceptions, conceptions, conceptual systems, preconceptions, dispositions, implicit systems, preconceptions, dispositions, implicit theories, personal theories, internal mental theories, personal theories, internal mental processes, action strategies, rules of practice, processes, action strategies, rules of practice, practical principles, perspectives, repertories practical principles, perspectives, repertories of understanding, and social strategy, to name of understanding, and social strategy, to name but a few that can be found in the literature"but a few that can be found in the literature" (p.309).(p.309).

Our ‘lens’: Jaundiced or Our ‘lens’: Jaundiced or

Rose-tinted?Rose-tinted? Another way of stating “the way we Another way of stating “the way we

see the world” is “assumptions about see the world” is “assumptions about reality” or worldview. Our worldview reality” or worldview. Our worldview will consist of a combination of will consist of a combination of beliefs that are limiting and beliefs beliefs that are limiting and beliefs that are enabling—though always that are enabling—though always skewed to one end of the spectrum skewed to one end of the spectrum or the other. or the other.

Skewed beliefsSkewed beliefs

Let us consider the following Let us consider the following statements;statements;

• Hard work always pays offHard work always pays off

• Proficiency in English language is a Proficiency in English language is a definite success factordefinite success factor

My inward eye……My inward eye……Hard work always pays Hard work always pays

offoff• Intelligence is of Intelligence is of

no consequence no consequence compared to hard compared to hard workwork

• Experience is not Experience is not always necessaryalways necessary

• Luck/chance/fate Luck/chance/fate can be changed can be changed through hard workthrough hard work

• What other factors are What other factors are there besides hard work there besides hard work that can help achieve that can help achieve success?success?

• How does experience How does experience add value to hard work?add value to hard work?

• What examples are What examples are there around me of there around me of people achieving people achieving success through other success through other factors besides hard factors besides hard work?work?

My inward eye…… My inward eye…… Proficiency inProficiency in English language is a English language is a

definite success factor.definite success factor.

• Language proficiency Language proficiency is a pre-requisite for is a pre-requisite for a successful teaching a successful teaching careercareer

• Language proficiency Language proficiency is a clear indicator of is a clear indicator of a person’s potentiala person’s potential

• Language proficiency Language proficiency can hide all other can hide all other flaws in a teacherflaws in a teacher

• What other factors What other factors are required to are required to become a successful become a successful teacher?teacher?

• What other What other indicators are there indicators are there to assess a person’s to assess a person’s potential?potential?

• What flaws can What flaws can language proficiency language proficiency not hide?not hide?

Both sides of the Both sides of the SpectrumSpectrum

Closed Belief SystemsClosed Belief SystemsLimiting Limiting FACTORS THAT LIMITFACTORS THAT LIMIT• Lack of awarenessLack of awareness• Relying on the Relying on the

given/limited given/limited informationinformation

• Shying away from Shying away from experimentingexperimenting

• Being generally Being generally pessimisticpessimistic

• Resistance to new Resistance to new ideas ideas

Open belief SystemsOpen belief SystemsEnablingEnablingFACTORS THAT EXPANDFACTORS THAT EXPAND• ObservationObservation• Openness & receptivity Openness & receptivity

to new informationto new information• Drive & initiative for Drive & initiative for

experimentationexperimentation• Being mostly optimistic Being mostly optimistic

& motivated& motivated• Quest for innovation Quest for innovation

and diversityand diversity

For there is no such thing as For there is no such thing as objective mountaineering, there objective mountaineering, there

is only a form of activity, is only a form of activity, generically termed generically termed

mountaineering, which enables mountaineering, which enables certain people to express certain people to express

themselves, or gives them a themselves, or gives them a means of satisfying an inner means of satisfying an inner need, just as there are other need, just as there are other forms of activity and other forms of activity and other

means by which other people means by which other people may try to attain the same ends.may try to attain the same ends.

"The only person who is "The only person who is educated is the one who has educated is the one who has

learned how to learn and learned how to learn and change." ~Carl Rogers change." ~Carl Rogers

"Habits of Mind”"Habits of Mind”• "Habits of Mind are the characteristics of what intelligent "Habits of Mind are the characteristics of what intelligent

people do when they are confronted with problems, the people do when they are confronted with problems, the resolutions of which are not immediately apparent." (Costa)resolutions of which are not immediately apparent." (Costa)

Persistence Persistence • Stick to it!  Persevering in task through to Stick to it!  Persevering in task through to

completion; remaining focused. Looking for ways completion; remaining focused. Looking for ways to reach your goal when stuck. Not giving up. to reach your goal when stuck. Not giving up.

Managing ImpulsivityManaging Impulsivity• Take your Time! Thinking before acting; Take your Time! Thinking before acting;

remaining calm, thoughtful and deliberative. remaining calm, thoughtful and deliberative. Listening with Empathy and UnderstandingListening with Empathy and Understanding• Understand Others! Devoting mental energy to Understand Others! Devoting mental energy to

another person's thoughts and ideas; Make an another person's thoughts and ideas; Make an effort to perceive another's point of view and effort to perceive another's point of view and emotions emotions

"Habits of Mind”"Habits of Mind”

Applying Past KnowledgeApplying Past Knowledge• Use what you Learn! Accessing prior knowledge; Use what you Learn! Accessing prior knowledge;

transferring knowledge beyond the situation in which transferring knowledge beyond the situation in which it was learned. it was learned.

Questioning and Posing ProblemsQuestioning and Posing Problems• How do you know?  Having a questioning attitude; How do you know?  Having a questioning attitude;

knowing what data are needed and developing knowing what data are needed and developing questioning strategies to produce those data.  Finding questioning strategies to produce those data.  Finding problems to solve problems to solve

Thinking and Communicating with Clarity and Thinking and Communicating with Clarity and PrecisionPrecision

• Be clear!  Striving for accurate communication in both Be clear!  Striving for accurate communication in both written and oral form; avoiding over generalizations, written and oral form; avoiding over generalizations, distortions, deletions and exaggerations.distortions, deletions and exaggerations.

"Habits of Mind”"Habits of Mind”

Striving for AccuracyStriving for Accuracy Check it again! Always doing your best. Setting Check it again! Always doing your best. Setting

high standards. Checking and finding ways to high standards. Checking and finding ways to improve constantlyimprove constantly

Gathering Data Through All SensesGathering Data Through All Senses Use your natural pathways!  Pay attention to the Use your natural pathways!  Pay attention to the

world around you Gather data through all the world around you Gather data through all the senses. taste, touch, smell, hearing and sight senses. taste, touch, smell, hearing and sight

Creating, Imagining & InnovatingCreating, Imagining & Innovating Try a different way! Generating new and novel Try a different way! Generating new and novel

ideas, fluency, originality ideas, fluency, originality Thinking FlexiblyThinking Flexibly• Look at it Another Way! Being able to change Look at it Another Way! Being able to change

perspectives, generate alternatives, consider perspectives, generate alternatives, consider options options

"Habits of Mind”"Habits of Mind”

Responding With Wonderment and AweResponding With Wonderment and Awe Have fun figuring it out! Finding the world Have fun figuring it out! Finding the world

awesome, mysterious and being intrigued with awesome, mysterious and being intrigued with phenomena and beauty. Being passionate.phenomena and beauty. Being passionate.

Taking Responsible RisksTaking Responsible Risks Venture out!  Being adventuresome; living on the Venture out!  Being adventuresome; living on the

edge of one's competence. Try new things edge of one's competence. Try new things constantly. constantly.

Finding HumorFinding Humor Laugh a little! Finding the whimsical, incongruous Laugh a little! Finding the whimsical, incongruous

and unexpected.  Being able to laugh at oneself. and unexpected.  Being able to laugh at oneself. Thinking InterdependentlyThinking Interdependently Work together! Being able to work in and learn Work together! Being able to work in and learn

from others in reciprocal situations. Team work. from others in reciprocal situations. Team work.

"Habits of Mind”"Habits of Mind”

Remaining Open to Continuous Remaining Open to Continuous LearningLearning

• Learn from experiences! Having Learn from experiences! Having humility and pride when admitting we humility and pride when admitting we don't know; resisting complacencydon't know; resisting complacency..

Thinking about your Thinking : Thinking about your Thinking : Meta-cognitionMeta-cognition

• Know your knowing!  Being aware of Know your knowing!  Being aware of your own thoughts, strategies, feelings your own thoughts, strategies, feelings and actions and their effects on others. and actions and their effects on others.

Getting maximum benefit from Getting maximum benefit from PDPD

  • You will get the most from any professional You will get the most from any professional

development activity if you are clear about why you development activity if you are clear about why you are undertaking it and how you will ensure that it has are undertaking it and how you will ensure that it has an impact on your teaching and your students’ an impact on your teaching and your students’ learning. A good way to do this is simply to reflect on learning. A good way to do this is simply to reflect on the activity, either alone, or even better, with a the activity, either alone, or even better, with a colleague. Honest professional reflection and colleague. Honest professional reflection and dialogue help you to focus on any activities dialogue help you to focus on any activities undertaken and to analyse your learning and how you undertaken and to analyse your learning and how you will follow it up in practice.  Three key questions to will follow it up in practice.  Three key questions to ask yourself about any professional development ask yourself about any professional development activity are:activity are:

• 1.  What did I 1.  What did I dodo? [Reflect on the activity]? [Reflect on the activity]• 2.  What did I 2.  What did I learnlearn? [Identify two or three key  ? [Identify two or three key 

learning points]learning points]• 3.  How will I 3.  How will I changechange my practice? [Plan to my practice? [Plan to

implement your learning]implement your learning]• 4.  How will I ensure that the change has 4.  How will I ensure that the change has impactimpact? ?

[Decide how  and when you will evaluate the changes [Decide how  and when you will evaluate the changes that you have made in terms of your teaching and that you have made in terms of your teaching and your students’ learning].your students’ learning].

Key to CPD Key to CPD

You have a car with a full tank of gas, You have a car with a full tank of gas, a well-tuned engine, good set of tires, a well-tuned engine, good set of tires, quadraphonic CD system, and a sleek, quadraphonic CD system, and a sleek, polished exterior. There it sits. This polished exterior. There it sits. This car has incredible potential. (Have car has incredible potential. (Have you heard that before?) However, you heard that before?) However, until a driver sits behind the wheel, until a driver sits behind the wheel, puts the key in the ignition, and puts the key in the ignition, and cranks it upcranks it up, the car doesn't function. , the car doesn't function.

MOTIVATION is theMOTIVATION is the KEYKEY

The Driver…The Driver…

The 3 factors of motivation by time The 3 factors of motivation by time period period

Ignition: Need, AttitudesIgnition: Need, AttitudesEngine Running: Stimulation, Engine Running: Stimulation,

AffectAffectCruise mode: Competence, Cruise mode: Competence,

reinforcementreinforcement

Ignition Ignition Need, AttitudesNeed, Attitudes• Experience contrary to a dearly held beliefExperience contrary to a dearly held belief• Awareness about misplaced beliefsAwareness about misplaced beliefs• An attitude/habit/ orientation towards An attitude/habit/ orientation towards

inquiry, problem-solvinginquiry, problem-solving• A genuine need to resolve the problemA genuine need to resolve the problem• Observing Observing

surroundings/issues/context/effectiveness to surroundings/issues/context/effectiveness to look for alternativeslook for alternatives

• Locating/identifying/testing/alternativesLocating/identifying/testing/alternatives• Changing strategy and earlier held beliefsChanging strategy and earlier held beliefs

Principles of MotivationPrinciples of Motivation

• The environment/context can be The environment/context can be used to focus on what needs to be used to focus on what needs to be learnedlearned

• Incentives motivate learningIncentives motivate learning • Internal motivation is longer Internal motivation is longer

lasting and more self-directive lasting and more self-directive than is external motivationthan is external motivation

• Learning is most effective when Learning is most effective when an individual is ready to learnan individual is ready to learn

• Motivation is enhanced by the way Motivation is enhanced by the way in which the stimulus is organizedin which the stimulus is organized

At crossroads…At crossroads… a good teacher must stand where a good teacher must stand where

‘personal' and ‘public’ meet, dealing ‘personal' and ‘public’ meet, dealing with the thundering flow of traffic at an with the thundering flow of traffic at an intersection where "weaving a web of intersection where "weaving a web of connectedness" feels more like crossing connectedness" feels more like crossing a freeway on foot. As we try to connect a freeway on foot. As we try to connect ourselves and our subjects with our ourselves and our subjects with our students, we make ourselves, as well as students, we make ourselves, as well as our subjects, vulnerable to indifference, our subjects, vulnerable to indifference, judgment, ridicule. judgment, ridicule.

PD ActivitiesPD Activities• Visits to colleagues’ classrooms to observe them Visits to colleagues’ classrooms to observe them

teach teach • Joint observation of lessons with a colleague and Joint observation of lessons with a colleague and

professional discussion afterwards professional discussion afterwards • Team teaching with colleagues Team teaching with colleagues • Working with a colleague to develop particular Working with a colleague to develop particular

skills, such as effective use of ICT in your skills, such as effective use of ICT in your teaching teaching

• Visits to other schools Visits to other schools • Visits to and teaching experience in other grade Visits to and teaching experience in other grade

levels levels • Personal study Personal study • Relevant experience in other phases of schooling Relevant experience in other phases of schooling

PD Towards Conscious Competence Mussarat Mashhadi 44