As educators living the model of deeper learning, we acknowledge the power of reflecting and identifying problems of practice (POP). By holding a mirror to our instruction we can continue to develop our craft. Research tells us that POPs help improve student outcomes. And while one way to go about POP is through Instructional Rounds, teachers don’t have to wait for administration to make that call; In fact, once a POP has been identified we can take control our learning journey in a few different ways:

  1. We can practice agency (in our PJs at home;) and learn from what’s out there via MOOCs, blogs, twitter,  and scouring the internet for resources. What this video for more on how to do just that or check out this post.
  2. We can rally a PLC at our site who consists of colleagues grappling with the same dilemmas.
  3. We can join networks outside of our schools to connect with educators yearning to learn from our collective knowledge, like the partnerships CraftED has made via Teaching Channel and Sown to Grow.
  4. We can begin a revolution in our educational community-see this quick video for more!

As you engage in any of these four steps above you will need to have a solid POP before moving forward. Here are a few resources aimed at helping you craft your POP:

  • CraftED loves this video on how to engage in the process of developing your POP. And also from Teaching Channel we highly recommend leveraging video to help you get a more “high resolution” lens for your craft.     

 

 

 

 

 

 

 

  • Check out this resource for POPs related to student collaboration or POPs related to growth mindset .
  • Columbus City Schools suggests a rich Problem of Practice:
    • focuses on the instructional core (What teachers and students are doing and the content being addressed).
    • is directly observable.
    • is actionable (is within the school’s/district’s control and can be improved in real time).
    • connects to a broader strategy of improvement (school, feeder pattern, system).
    • is high-leverage (if acted on, it would make a significant difference for student learning).
    • is deep learning (e.g., higher levels on Bloom’s) promoted by this POP for both teachers and students?