Proposition 4: Teachers Think Systematically about Their Practice and Learn from Experience
NBCTs model what it means to be an educated person – they read, they question, they create and they are willing to try new things.
They are familiar with learning theories and instructional strategies and stay abreast of current issues in American education.
They critically examine their practice on a regular basis to deepen knowledge, expand their repertoire of skills, and incorporate new findings into their practice.
Artifact: Collaborative Learning Groups
Rationale
This artifact was selected as an example of proposition four because it shows a willingness to try new things, to explore theories in action in my classroom, and to reflect on the success of implementing new strategies. This paper was written shortly after I had made a major shift in my classroom to provide more differentiated learning. I had read about the relationship between differentiated classrooms and strategies such as cooperative learning. The focus of this paper was to reflect on the success of using cooperative learning in my differentiated classroom setting. Reading and learning about the application of educational theories in the classroom is an indication of a reflective teacher. But proposition four does not stop at learning about new strategies. One must take chances and try new things. This paper demonstrates that I was willing to try what I had learned and to then reflect upon the outcome of that experience. For these reasons, this artifact is evidence of proposition four.
Reflection
Looking back on this reflection is enlightening because I have learned so much more in the year since I first began my journey toward a more differentiated classroom. Over time, I developed a deeper understanding of the value of cooperative learning groups. I explored strategies to move students from enjoying the social aspect of working in groups to relying on one another and a sink-or-swim, we are all in this together type of atmosphere. Building this trust and reliance among students took time, but the outcome pays off in big ways. I see how much more smoothly the procedures run in my classroom when students are in-it-together and looking out for one another. Much less time is wasted in transitions, and there is not time wasted starting class each day, as students know what must be done and initiate learning activities independently. Differentiating instruction has changed my classroom completely, but the use of cooperative learning groups has made that classroom into a team with a culture of learning woven throughout. Recently, an administrator observed my classroom and asked me how I created this culture. This goes back to proposition four: it took reading about current educational theories, a willingness to step outside my comfort zone and experiment with new strategies, and continuous reflection and examination about what was working and what was not, making adjustments and trying again.
Entertaining students to make learning fun increases students' desire to take risks and learn. By trying new things, a teacher models for students that new things are worth trying even if they are scary at first.
