Learning in Depth Can’t be Rushed: A Reflection on Adult and Student Learning

I had the privilege of experiencing a dynamic and stimulating exchange with a group of progressive educators in western Wisconsin recently. They are forward thinking in their practice to examine, collaborate, and adjust their already strong system of teaching; all the while promoting growth by doing the work internally. The goal of our day was to support these teacher leaders to further their implementation of the Making Meaning® program in all K–5 classrooms, district-wide. The teachers probably didn’t realize that I learned as much as they did as a result of our session together. Here are a few highlights as I reflect on the reasons why I left Wisconsin on such a high note.

Learning takes place when we take time to know the purpose

It doesn’t surprise me anymore that the preparatory e-mails and conversations to prepare for a professional development session are only skin-deep. It takes time and face-to-face interaction with the participants to understand the real purpose of the session when we support teachers on a deeper level.

The teachers’ initial professional yet reticent demeanor (the first two hours) communicated to me that they were uncertain about the purpose of attending a full day of professional development. Their reserve is due to two factors: they started implementing the Making Meaning program without external support, and this session was facilitated by an outside consultant. However, changes in response and participation were noted as I presented the mission of DSC and the intent and goals of the Making Meaning program.  As they gained clarification of the purpose of the program and the effect it would have on students, I was simultaneously gaining a deeper understanding of their instructional needs and the real purpose of the day. It took time for them to understand the Making Meaning program on a deeper and more accurate level, and to voice concerns and questions to help me to know what the real struggles are. The remaining four hours launched the group into dynamic discussions, concluding the day with teachers summarizing their learning and considerations for the next steps.

It takes time to make personal connections and that leads to deeper learning

The timing of this professional development and the reflective nature of these educators elevated their ability to make connections on a deeper level. They were able to take the new knowledge and connect it to their previous practice, concerns, and struggles; but it didn’t happen until the second part of the day. They recognized for themselves that it takes time for children to think deeply about text and to show what they really know. They also realized that the struggles they had with the Making Meaning program were not with the program itself, but with the time restraint that was placed on their implementation. Their big ah-ha was: Making Meaning lessons were not intended to be 15 minute mini-lessons. They concluded for themselves that the Making Meaning program indeed provides the rigor (that they thought it lacked) and the relationships they desire in their classrooms; but it requires time to foster those elements with their students.

A safe community encourages honest discussion to bring about meaningful change

The respectful learning environment validated their practice and allowed for honesty in their new thoughts, questions, and considerations for the next steps.  I am confident this district will make thoughtful decisions and adjustments as they reexamine the way the Making Meaning program integrates with their current system based on the deeper understanding that was developed this week.

How lucky was I to be a participant in a genuine learning experience!

Ann Leon has been a classroom teacher since 1980. She has also been a reading specialist, coach, literacy consultant, and assistant principal. She is also a staff developer for the SIPPS® and Making Meaning® programs for Developmental Studies Center.