By Katrina Schwartz
Learning science says people learn best when they apply new information to their own contexts. When learners can make mistakes, reflect on new strategies, get feedback, and try again they gain a deeper understanding of the topic. But these elements are rarely applied to professional development. School districts spend a lot of money on trainings for educators, but the returns on that investment are not always clear. Many teachers say that even when the professional development is interesting — not always a given — they often feel like it’s one more thing to do in an already jampacked academic schedule. While educators around the country are slowly adopting various approaches that allow them to better differentiate learning for students, the same is rarely true for the adult learners in the system.
Source: Can Micro-credentials Create More Meaningful Professional Development For Teachers? | MindShift | KQED News