Cohort Learning
The final component of the STEM cadre model’s triad structure is the cohort learning structure. The cohort model is typically used in pre-service teacher programs and graduate degree plans in higher education. It is defined as a group of students who begin an academic program together and share a common course sequence, instructors, and learning activities in pursuit of a degree or certification (Holmes, Bird, Seay, Smith, & Wilson, 2008). The literature on cohort learning shows that cohorts provide a context where deeper levels of socialization, reflection, and critical inquiry can occur and provide a different learning environment than in a traditional setting (Chairs, McDonald, and Shroyer, 2002; Yerkes, 1995).
Cohorts
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The cadre model provides professional learning opportunities in a cohort situation led by trainers who also act as the instructional coach in the schools were the teachers teach. A cohort is defined as a tight-knit, reliable, common-purpose group that significantly affects the way adult learners learn and grow professionally. Academic learning, emotional support, and perspective have been studied with conjunction to Kegan's (2001) theory of adult development in cohort learning settings. Each of those concepts have had positive results from cohort learning models in adult learner settings according to Drago-Severson, Helsing, Kegan, Popp, Broderick, and Portnow (2001). Knight’s (2007) instructional coaching partnership philosophy is centered on providing intensive, differentiated support to teachers so that they are able to implement proven practices with a relationship approach. Research from Kegan’s (2001) theory of adult development and Knight’s (2007) instructional coaching partnership principles make up the basic framework of the cadre model (Drago-Severson, Helsing, Kegan, Popp, Broderick, &Portnow, 2001; Knight, 2007). The presence or absence of these specific elements may determine whether STEM cadre programs are effective or ineffective in sustaining STEM
A cohort is more than an administrative arrangement. In fact, "to view the [cohort] structure merely as a method of course delivery, a vehicle for socialization, a convenient scheduling design, or as an upbeat, fashionable 'in' approach is to do cohort structure an injustice" (Norris and Barnett 1994, p. 34). Cohorts must be purposefully formed and structured if they are to succeed as environments that foster learning and development.
Instructional Coaching (IC), described in Instructional Coaching: A Partnership Approach to Improving Instruction (Knight, 2007), provides intensive, differentiated support to teachers so that they are able to implement proven practices. The Conceptual Framework is centered on the educational professional and several themes that support the professional practice. This assignment will use the previous week’s focus group participant responses that summarized the expectations of characteristics and types of support offered by an effective coach or mentor within the teacher’s school. The information will relate the teacher’s responses to instructional Coaching components and Conceptual Framework themes from this course.
Freshman learning communities (FLC) are programs where 15 to 30 first-year students register for several general-education courses that focus on a common theme (Jaffee, 2004). Although there are several different types of learning communities, they all are designed for the same purposes. One of the main purposes in implementing freshman learning communities is to assist the students in their transition to a new environment. This acclimation involves becoming better acquainted with the other students, faculty members, campus culture, and academic expectations. However, with freshman learning communities also come negative aspects. Both facets must be evaluated to determine if freshman learning communities are effective.
Adult learner retention continues to hold the attention of adult educators in every type of program. Although the reasons students leave and the strategies for keeping them may differ from adult basic education (ABE) to higher education, the goal of retention is the same: to keep learners in programs until they achieve their goals (Tracy-Mumford et al. 1994). In any program, adults are largely voluntary participants, but the student role is just one of many roles and responsibilities competing for their time and attention. In fact, personal reasons such as family problems, lack of child care, and job demands are often cited as the cause of withdrawal. At the same time, adults usually have pragmatic, focused reasons for participating and will leave whenever they feel their goals have been met or if they feel the program will not satisfy their goals. Personal/job factors may seem to be beyond institutional control, whereas program satisfaction is something educators can improve. This Digest provides an updated look at research on retention in adult education and suggests effective practices for different settings.
Many theories have been thought of over the years to attempt to explain why people behave the way they do. Many questions were brought up when thinking about that and the social learning theory is a popular theory in explaining this. Nobody really thought of the social learning theory too much until Albert Bandura wrote his idea of it. He actually wrote a book called “Social Learning Theory.” In this book, he states that behavior is learned from the environment through the process of observational learning(Saul McLeod).
It also discussed three specific trends that range from short-term to long-term including the trends of blended learning, growing data on students, the measures of learning, shifting to deeper learning, and promoting diversity in our schools. After it addressed the concept of the short-term and long-term trends, the article then debated the challenges of the different trends that were previously mentioned in the article. The biggest challenge that stood out from the article was related to the trend of the measures of learning, and the article posed the questions, “What is the value of a college degree? Do you need a college degree to be gainfully employed? What are the drawbacks of not having a degree?
Traditionally, teacher development typically occurs through trial and error in the isolated confinements of each teacher’s classroom with some periodic whole-group professional development (Goddard & Goddard, 2007). Within the past few decades, many schools and districts, including ours, have considered and experimented with Professional Learning Communities (PLC) as an alternative framework in guiding a more efficient development program for their teachers. PLCs are focused on enhancing student learning through developing teacher practices. The concept of PLC relies on using structured collaborative sessions amongst teachers within the school to build internal capacity. Through PLCs, teachers critically reflect on current practices, brainstorm solutions, and obtain help and advice from others in a supportive growth-oriented environment over an extended period of time (Vescio, Ross, & Adams, 2008; Nelson, 2009; Scher & O'Reilly, 2009; Bolam, McMahon, Stoll, Thomas, & Wallace, 2005). The theory of change guiding PLCs holds that by providing teachers with targeted support from within the school community, as oppose to hiring additional outside experts, professional developments can become for efficient. Implementation of effective PLCs requires intentional effort, school-wide and possibly district-wide restructuring of teacher schedules, and additional resources. For schools considering implementing PLCs, it is important to understand the logic of action and the benefits of PLCs as it relates to teacher improvement and increased student achievement.
Teaching the adult student is a great and unique responsibility; Andragogy preaches that teaching the adult learner takes a certain skill set and approach in order to be highly effective. The adult teaching theory and approach is based off the characteristics of the adult student. Andragogy views the adult learner as a very highly motivated student, a student ready and prepared to learn, and a student that comes to class with expectations of learning (Knowles 1984, pg12). With such a capable learner in the classroom the teacher must make the necessary adjustments. When teaching the adult learner, the teacher will have respect for their students and respect the fact that each student will have their own individual learning style. The teacher will also allow the adult student to experie...
Akers and Sellers (2013) has stated that social learning theory is an expanded theory of differential association processes and improves it with differential reinforcement and other principles of the behavior theory. They added classical conditioning (the sharpening of involuntary reflex behavior); discriminative stimuli (internal stimuli that lead to signals for behavior); schedules of reinforcement (rewards and punishment ratio following behavioral feedback); and other theories of behavior (Akers & Sellers, 2013).
A teacher today needs to have an ability to relate to and create partnerships not with their students, but also families, administrators and other professionals. This ensures that all persons involved with the education of the student are on the same page. All involved then work in harmony and help each other achieve the common goal of educating the student in the best possible way for the best possible result. (Wesley, 1998, p 80)
Coaching and mentoring is a constant process that occurs all throughout a future teacher’s journey. While attending a university, it is common while in the teacher preparation program to undergo several coaching sessions and mentoring periods, which is great! Normally this continues through the first year of teaching, but something happens after that first year. If a relationship isn’t built, encouraged, and made intentional, the coaching stops. For teachers, this is strange. We are taught to constantly coach, encourage, mentor, and teach our students, but when it comes to our peers, those under us, etc., we assume that each teacher has suddenly “made it” as if someone who can make it through their first year is automatically “good to go” and will not encounter any hiccups along the way to becoming a veteran. In some instances, the teaching community is a selfish profession for the fact that you do what needs to be done for you and the students you serve, but not for your peers. You do not share your lessons, ideas, concerns, etc. Some teachers are still under the impression that if they are struggling, they are doing it wrong or they are not a “good” teacher. This is a fallacy that needs to be talked about. There is a reason that peer coaching
The ideas established within the andragogical model offer suggestions and focus points to support the development of engaging and meaningful learning experiences for adults. In order to connect the andragogical assumptions with my reflections and further my thinking on professional development, I will first outline my memories and thoughts on each of the andragogical assumptions. Then, using my learning experiences as a guide, I will discuss how the professional learning opportunities at my school will change as a result of new understandings of adult
Professional development is critical to success in a teacher’s career. Teachers need to be open to continuing their education and consistently reflecting on lessons and interactions with students. At the expert stage of teaching, “the teacher’s practice is characterized by fluency, automaticity, and efficiency” (Garmston, 1998). In order to achieve this level of teaching practice, the educator must continue to learn new teaching strategies, understand the curriculum, recognize students and their differences, and conduct self-reflections. A teacher who is dedicated to professional development and wanting to improve their teaching, will make a stronger impact on students.
...o expand knowledge of subject matter is through read books, journals, and magazine, participate in professional development activities and attend conferences. The value of participating in professional associations and organization helps teacher to move towards expertise to become engaged, active, and passionate and connect to their students (Laureate Education, Inc., 2009). As the teacher enhance and grow in the professional development can have a greatly impact on student learning, “Expert teachers know more than novices and organize that knowledge differently, retrieve it easily, and apply it in novel and creative ways” (Garmston, 1998). Therefore, there is such a significant value of participating in professional development through joining association or organization to help teacher to grow in expert in teaching and making an impact on student learning.
In the United States, many lack the skills necessary for college. Unfortunately, the education system fails to prepare some of its students for work or higher learning. Despite these circumstances, teachers and bureaucrats seek improvements to obtain higher success. In spite of the pressure for success, the current situation is not yielding the desired results. Moreover, in the recent State of the Union Address in early 2014, President Barack Obama stated the need for improved education, especially in science, technology, engineering, and mathematics, or STEM fields. Yet, what should reformers pursue? Researchers have observed recurring problems to direct the improvement of education. The information presented, particularly over the past ten years, has revealed a need to involve the students that lag the most. Education risks excluding k-12 boys and minorities, as well as remedial education collegians, in higher education.