Professional Development - Steve Barkley

PLCs: Playpen or Playground

While listening to a podcast on creativity, I was introduced to the book Lifelong Kindergarten: Cultivating Creativity Through Projects, Passion, Peers, and Play by Mitchel Resnick. In his research paper “GIVE P’S A CHANCE: PROJECTS, PEERS, PASSION, PLAY,” Resnick discusses the research group at MIT Media which developed new technologies, activities, and strategies to engage […]

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Responding to a Teacher’s Classroom Problem

While modeling a coaching pre-conference in a workshop for instructional coaches, one teacher shared that as a first-grade teacher she was struggling with students at reading stations. She said that students often were off task or complaining to her about what another student was doing. Our conversation went something like this: Steve: Pick two of […]

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Thoughts on Mentoring and Supporting Beginning Teachers, Part 2

In part one of Some Thoughts on Mentoring,  I examined mentors focusing beyond the survival needs of beginning teachers to building belonging, power, freedom, and fun.  Teachers who know how to fulfill their passion for teaching, while meeting required standards, are empowered. Developing a new teacher’s coachability was also addressed. As the school year progresses, […]

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Thoughts on Mentoring and Supporting Beginning Teachers, Part 1

Mentors should focus on empowering beginning teachers. Years ago, I did a lot of work with William Glasser’s Control Theory/Choice Theory regarding motivating students. Glasser described a focus on survival, belonging, power, freedom, and fun. If you had a classroom where students’ survival needs were met (physical and emotional safety) and you created a sense […]

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Exploring and Coaching Teacher Credibility

“If a teacher is not perceived as credible, the students just turn off.” – John Hattie The Visible Learning website identifies four key factors of credibility: trust, competence, dynamism and immediacy. Let’s explore each one. Trust Shaun Killian (Teacher Credibility: Why It Matters & How To Build It) shares that teachers need to communicate caring […]

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Bloom’s Taxonomy and Questions for Life

An article by Ron Berger, We Learn by Doing: What Educators Get Wrong About Bloom’s Taxonomy, triggered me to reexamine an earlier blog I wrote after reading Sam Wineburg’s and Jack Schneider’s article, Inverting Bloom’s Taxonomy. Berger shares how the original and revised Bloom’s Taxonomy provided educators with an understanding of the importance of giving students opportunities […]

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