“Powerful learning for children requires powerful learning for educators.” 

-GELN Organizational Practices Values 

Stop and consider what it means to learn something new. When was the last time something you learned changed your behaviors? What makes learning so hard? This year, we are tackling these questions at our Michigan Math Educators (MichME) network. Using the text Intentional Interruption, we are taking a hard look at adult learning- how it happens, why it’s hard, and practicing how to rewire our brains to overcome bad feelings to change classroom practice. Intentional Interruption describes learning as “a permanent change in thinking or behavior.” Considering this definition, with the time and money spent on professional learning to improve classroom practice, it is easier to see why professional learning alone rarely impacts student learning. 

Exploring Learning Dynamics

Our local education agencies (LEAs) are experiencing many changes in district initiatives and new curriculums. Some of these changes are causing educators to question their current thinking and begin huge mindset shifts. This shift can cause us to feel uncomfortable, angry, or confused. We can use the mental map of conceptual change to experience conceptual change, have the “new” learning stick, and become permanent. To begin this work, we need to:

• Make our current beliefs explicit. What do we believe/value? Where did these beliefs come from? 
• Open up these beliefs to scrutiny. We tend to avoid this because it causes discomfort to question ourselves. What are other’s perspectives on this topic? Why do I believe in this? 
• Consider the new information. What is the research saying about this? How does this fit or not fit with my current thinking, and why? What data is out there that supports this? 

Once we understand our beliefs, are open to scrutinizing them, and consider the research or new information, we can make the shift to make a permanent change. 

Empowering Engagement

Educators from our region are engaging with this work at MichME. They make their beliefs about teaching and learning mathematics explicit by conversing with other educators with differing perspectives. The Kent ISD Math Team presents information that may or may not align with the educator’s thinking, which causes them to interrogate why they engage in their current practices. This year, the “new” information is Michigan’s Essential Instructional Practices in Early Mathematics. MichME aims to provide powerful learning experiences for educators to offer powerful learning for children. We’re thrilled to have nearly 200 dedicated educators participating in MichME this year, reflecting a growing commitment to professional learning and educational excellence.

To learn more about conceptual change, check out the book Intentional Interruption: Breaking Down Learning Barriers to Transform Professional Practice by Lisa Ain Dack and Steven T. Katz.

#EducatorEmpowerment #PowerfulLearning #LearningCommunity #SustainableEducation #TransformativeTeaching #StudentOutcomes #IntentionalInteruption #MichME #Innovation #Excellence #WeLeadLearning #KentISDpd

This blog post was written by Kelli Vansetters and Sammi TenHave, Math Consultants for Kent ISD and edited by Amanda Walma, T/L Marketing & Communications Specialist at Kent ISD.