Active learning was incorporated in 34 of 35 reviewed effective PD studies¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Thirty-four of the 35 studies incorporated some element of active learning in the design of the PD. → Darling-Hammond 2017

Evidence¶

Darling-Hammond 2017¶

Darling-Hammond, L., Hyler, M. E., Gardner, M. (2017). Effective Teacher Professional Development. Palo Alto, CA: Learning Policy Institute. https://learningpolicyinstitute.org/product/teacher-prof-dev. doi:10.54300/122.311

q2 · i? · review · r2

Coding result across the report's 35 reviewed studies. Active learning is described as engaging teachers directly in designing and trying out teaching strategies, using "authentic artifacts, interactive activities" rather than lecture-based formats.

"Overall, 34 of the 35 studies incorporated some element of active learning in the design of the PD, while one study did not provide enough description of the PD model to ascertain whether active learning was present."

Discussion¶

Related Claims¶

• Effective professional development is content focused, active, collaborative, modeled, coached, feedback-rich, and sustained over time — the general claim this finding bears on, with the studies behind it
• Micro-credentials incorporate prominent features of effective professional development: they are content-focused, job-embedded, and incorporate active learning — related
• Content-focused, job-embedded PD linked to student gains: 31 of 35 reviewed studies featured a specific content focus — related
• Collaboration appeared in 32 of 35 reviewed studies, and collaborative PD models showed student achievement gains — related
• All 35 reviewed studies used models or modeling, and curriculum without PD support yielded worse outcomes than older curriculum with none — related