So often I read professional articles or journals that really inspire and speak to me and my classroom needs. A well-written, divinely-timed article can literally change your practice, just by growing your thinking about instruction, or even philosophy of teaching. I can’t tell you how many articles come in and out of my inbox because, like me, other teachers who find something wonderful to them, want to make it wonderful for others. My challenge is reading all of the great thinking and deciding which ones really are my kind of wonderful.
Consider this: You come across research that really moves you. The author’s work, 15 pages long, drew you in and is now marked up with your highlights and comments about what made it so significant to you. Even a clean copy might be sufficiently long that you know your peers may not share your complete zeal for the subject, simply because they are busy. You want others on your team to consider this exciting work and how it could improve your students’ success. To replicate your excitement and professional judgment that this literature is important, you create a one-page (or less) white paper (or email) summarizing the work. Maybe it includes these four sections…article title/author, where it’s from, one-paragraph synopsis, connection to your team’s work. (Having done this myself a handful of times, it takes about 10 minutes to write this because interest is high and your desire to share is higher.) You send this out to your team and/or peers of interest, so that they can get glimpse of where your personal professional learning is headed. Those interested might ask, or search, for the article for more details. Upon your next “PD” time together, you have fodder for substantive conversation.
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How do you see implementing this model into your work? What might enhance or inhibit it for you?