Designing and engaging in learning experiences

In this phase of the cycle, ISTEs plan and undertake learning experiences that are intended to deepen their professional understandings and extend their skills in ways that impact positively on teachers and students.

It is important to pay close attention to the alignment between two aspects of these experiences: the activities and the content. The “content” relates to what is being learned: the conceptual understandings and theoretical principles, and their relationship to practice. The “activities” relate to how it is being learned: the ways that people try to learn, extend, or apply new understandings and skills. (See pages xxxi–xl of the TPLD BES, Timperley et al., 2007.) It is also important to consider the depth or “order” of learning required and to be prepared to take time and to make explicit the links between multiple learning opportunities. Whatever activities are tried, the purpose is for participants in inquiry to build better practice by examining current theories-in-use, considering and trying out new theories and ideas, and negotiating their way to better theories of practice.

ISTEs can use the following questions to think about their learning needs and what they will do to address them:

• Who can we work with?
• What activities will we engage in?
• What content will be embedded in the learning activities?
• How will we ensure that the content of the activities builds on our prior knowledge?
• What research and literature can we draw on?
• What evidence will we need to gather?
• What tools and frameworks can we use to gather and analyse evidence?
• How will we link the learning in one experience to the learning in the next one?
• What opportunities will there be to draw on new knowledge and practise new skills?

Appropriate learning experiences might include one or more of the following:

• critically analysing related research or theories;
• developing or adopting a framework to analyse the effectiveness of practice;
• inviting an expert or colleague to scaffold the learning;
• engaging in critical dialogue;
• collaboratively analysing observations, audio/video recordings, or transcripts;
• using deliberate processes to align beliefs with practice;
• conducting a role play.

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