I really don't know what teachers did before the internet was invented. Before I make a powerpoint I am sure to google the topic just to make sure there isn't something perfect already made and ready to use.
Part of my search is also to calibrate my own thinking, make sure that my instruction is on point and addressing the standards appropriately. When my search comes up empty, I go to the drawing board and start hammering away, but I still need feedback, calibration, justification that what I am presenting to my students is valid and rigorous. This is where collaboration is needed.
It is easy for a teacher to get tunnel vision, start thinking that his or her lesson is the best, but this kind of myopic perspective can lead to holes in the teacher's curriculum. Just like students, teachers learn and think differently; getting various perspectives on a unit means that the material is more likely to be well-rounded and all-encompassing.
I enjoy getting feedback on my work; I enjoy revising and rethinking the materials and lessons that I've created. But I also appreciate help.
If my colleagues have a great idea, I want to see them execute it. I want to see them have a say in the curriculum, which also helps the units to have a variety of activities. A group of teacher's and their multiple intelligences will likely create curriculum that will cater to the multiple intelligences of the students.
On a similar note, as much as I detested group work when I was a high school student, it does help students to process their ideas by discussing them in groups. But I definitely want them to create their own products for accountability, creativity, and ... calibration purposes.
I truly enjoy being on the RCD (Rigorous Curriculum Design) team for the district because we do a lot of collaborating, calibrating, and creating. I appreciate having a say in the material we use, but I really enjoy the feedback and calibration that comes from the groups collaboration.
My principal keeps saying that "communication is like oxygen". I couldn't agree more.
Part of my search is also to calibrate my own thinking, make sure that my instruction is on point and addressing the standards appropriately. When my search comes up empty, I go to the drawing board and start hammering away, but I still need feedback, calibration, justification that what I am presenting to my students is valid and rigorous. This is where collaboration is needed.
It is easy for a teacher to get tunnel vision, start thinking that his or her lesson is the best, but this kind of myopic perspective can lead to holes in the teacher's curriculum. Just like students, teachers learn and think differently; getting various perspectives on a unit means that the material is more likely to be well-rounded and all-encompassing.
I enjoy getting feedback on my work; I enjoy revising and rethinking the materials and lessons that I've created. But I also appreciate help.
If my colleagues have a great idea, I want to see them execute it. I want to see them have a say in the curriculum, which also helps the units to have a variety of activities. A group of teacher's and their multiple intelligences will likely create curriculum that will cater to the multiple intelligences of the students.
On a similar note, as much as I detested group work when I was a high school student, it does help students to process their ideas by discussing them in groups. But I definitely want them to create their own products for accountability, creativity, and ... calibration purposes.
I truly enjoy being on the RCD (Rigorous Curriculum Design) team for the district because we do a lot of collaborating, calibrating, and creating. I appreciate having a say in the material we use, but I really enjoy the feedback and calibration that comes from the groups collaboration.
My principal keeps saying that "communication is like oxygen". I couldn't agree more.
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