Remote Learning That Works – A Case Example
On average, it takes about 20 individual practices for a teacher to master a skill, and the number increases as the complexity of the skill increases (Joyce & Showers, 2002). The same statistics are true when people learn remotely.
In fact, it is often suggested that one-off workshops are ineffective because they do not support teachers during the implementation stage where the learning curve is the steepest. We now know that such workshops have little or no positive impact on student achievement, and are ineffective in transforming practice (Yoon et al, 2007; Darling-Hammond et al, 2017)
How do we get to the elusive Kirkpatrick Level 3 Behavior and Level 4 Results we seek when we provide professional development training to teachers, or for that matter, anyone?
Mary van der Heijden and Marianne Yong-Macdonald explain how they are transforming teacher education at Ashwood Glen School in Ontario; a progressive, private school.
Getting to Level 3 Behavior is a necessary art that all training professionals must master. Transferring Learning to Behavior provides a comprehensive look at how to do it.
The reality is that we expect too much of people. We train them once and then look for a change in results. It doesn’t work that way. Read in this article what is required for training to work.
If you are looking for step-by-step guidance in building a training program that works, check out our bronze level certification program. Many special offers are available worldwide for programs in 2020.