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adjusting

21 Jul

having spent the week in academia, my return to professional development(ia?) has awakened my sense of perspective.  the job a professor does when working with students is a very different job than that of the professional developer and i’m ready to say which one is better, but i do see the skill set difference that is necessary.  aside from the difference in audience, which might be a blog post in itself, the content you deliver and the means by which you substantiate it differs greatly.  a course in gifted education on the graduate level is very research based and the audience is interested in how it has been tested, what the sample was, has it been replicated, and what were the findings.  a professional learning experience in professional development is all about application, how it can be used with students, and how it applies to the culture of their building.  one isn’t more right than the other, but there is a difference that needs to be there.  more importantly, a college professor might find that audience of a professional development session a bit of a challenge and likewise with the professional developer going to teach a graduate course.  i’m sure there’s a happy medium because one really can’t exist without the other – you can’t look for strategies that aren’t research based and you wouldn’t want to immerse yourself in all theory and no practice.  not sure where this is going, but i’m pretty sure i’m not done with this yet…

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1 Comment

Posted by on July 21, 2009 in Uncategorized

 

One response to “adjusting

  1. Jeri

    July 24, 2009 at 6:55 pm

    Shouldn’t university professors use best “training” practices to deliver theory? As professional developers we often deliver theory, statistical data, etc. using methods of delivery that engage participants.

    Best training practices seem so commonsensical. Yet why is it that many people who get up in front of people to impart knowledge do it so poorly?

    Many professors promote the value of lecture and reduced particiipant interaction, even when all the research about retention and connections belies that approach.

    In working on an upcoming project, a professor (with whom we are collaborating) is defending the value of lecture–yet admits the importance of engaging the audience in relevant ways. He could learn a lot from “Differentiating your lecture”. We’ll see what happens.

     

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