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    What We Learned From A Tomato

    Partnering with a content expert plants new ideas for instruction

    By Learning Forward
    Categories: Coaching, Implementation
    February 2015
    Researchers from the Pearson Research and Innovation Network investigating partnerships between teacher teams and outside content experts got a close-up look at how these relationships impact teachers’ instructional practice. The partnership model they have been studying is called Learning Studios, developed by the National Commission on Teaching and America’s Future. Learning Studios are project-based learning environments in which interdisciplinary teacher teams collaborate with local scientists, researchers, and university faculty to develop and implement yearlong project investigations with students (National Commission on Teaching and America’s Future, n.d.). Through these partnerships, teachers gain access to experts’ extensive content knowledge, exposure to latest research, practical experience in the field, and resources and perspectives that can help teachers expand their professional knowledge and move beyond persistent images of traditional

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    Sed ut perspiciatis unde omnis iste natus error sit voluptatem accusantium doloremque laudantium, totam rem aperiam, eaque ipsa quae ab illo inventore veritatis et quasi architecto beatae vitae dicta sunt explicabo. Nemo enim ipsam voluptatem quia voluptas sit aspernatur aut odit aut fugit, sed quia consequuntur magni dolores eos qui ratione voluptatem sequi nesciunt. Neque porro quisquam est, qui dolorem ipsum quia dolor sit amet, consectetur, adipisci velit, sed quia non numquam eius modi tempora incidunt ut labore et dolore magnam aliquam quaerat voluptatem.

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    Authors

    Bradley A. Ermeling

    Bradley A. Ermeling (brad.ermeling@gmail.com) is principal research scientist at Pearson Research and Innovation Network in Tustin, California.

    References

    Canadian Space Agency (n.d.). Tomatosphere. Available at www.tomatosphere.org.

     

    Cochran-Smith, M. & Lytle, S.L. (1999). Relationships of knowledge and practice: Teacher learning in communities. Review of Research in Education, 24, 249-305.

     

    Ermeling, B.A. & Yarbro, J. (in press). Expanding instructional horizons: A case study of teacher team-outside expert partnerships. Teachers College Record, 118(5).

     

    Loucks-Horsley, S., Stiles, K.E., Mundry, S., Love, N., & Hewson, P.W. (2003). Designing professional development for teachers of science and mathematics. Thousand Oaks, CA: Corwin Press.

     

    National Commission on Teaching and America’s Future. (n.d.). Learning Studios. Available at https://nctaf.org/learning-studios.

     

    National Research Council. (2012). Education for life and work: Developing transferable knowledge and skills in the 21st century. Washington, DC: The National Academies Press.


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    Learning Forward is the only professional association devoted exclusively to those who work in educator professional development. We help our members plan, implement, and measure high-quality professional learning so they can achieve success with their systems, schools, and students.


    Categories: Coaching, Implementation

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