I'm sympathetic with the author because I was subjected to similar professional development on 'how to teach' and 'how people learn' (complete with learning styles and Bloom's taxonomy) in my early days as a philosophy instructor. More relevant, though, is the question of whether I've given terrible no good very bad professional development sessions. I can think of a few instances (and I've lived with that regret ever since). What's harder, though, is knowing how to do it right. "I really believe that people educating room full of experts on learning should be absolute masters of learning," writes Emily Fintelman. Maybe. But there are different types of experts, in different domains. Offering a one-hour professional development session to a roomful of teachers in a children's classroom is a specialized skill. So - maybe - it wasn't all the presenter's fault. Via Aaron Davis.
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