Educator-led peer professional development reinforced educators' own understanding and connected LVN to existing practice¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r1 · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? 100 percent of Task 2 participants reported that explaining learner variability to peers helped them understand it better themselves. → Medha Tare 2022 q2 i? 98 percent of educators said they and their colleagues could make connections between the LVN and existing practices at their school, and 100 percent said they would use the LVN again. → Medha Tare 2022 (2)

Evidence¶

Medha Tare 2022¶

Medha Tare, Alison R. Shell, Jessica Jackson. (2022). Shifting Mindsets: Designing Lessons for Learner Variability. Digital Promise. https://digitalpromise.dspacedirect.org/items/c1921acf-1964-4f4d-8232-1e8af6ad7367 doi:10.51388/20.500.12265/157

q2 · i? · associational · r1

Task 2 survey of 163 K-12 educators who led peer professional development workshops with at least three colleagues. The article reports "explaining the idea of learner variability helped them to understand it better themselves"; no effect size printed.

"100 percent of participants reported that explaining the idea of learner variability helped them to understand it better themselves, supporting the idea that explaining ideas to others is a valuable learning approach."

Medha Tare 2022 (2)¶

Medha Tare, Alison R. Shell, Jessica Jackson. (2022). Shifting Mindsets: Designing Lessons for Learner Variability. Digital Promise. https://digitalpromise.dspacedirect.org/items/c1921acf-1964-4f4d-8232-1e8af6ad7367

q2 · i? · design · r2

Task 2 post-workshop survey. The article reports "98 percent of educators said they could" make connections to existing practices, and separately that 100 percent would use the LVN again; no effect size printed.

"When asked if the educator and their colleagues were able to make connections between the LVN and existing practices at their school, 98 percent of educators said they could."

Discussion¶

Related Claims¶

• A brief self-guided engagement with the LVN shifted most educators' perception of the importance of learner variability — related
• Educators reported the LVN strategy bank improved their understanding, use, and identification of strategies — related
• Peer reflective groups encourage student teachers to challenge existing theories and model collaborative professional development — a broader claim this one bears on
• Educators reported increased confidence across all four pillars of the whole-child model after LVN use — related
• Time to plan, more than tools or training, was the largest reported barrier to implementing LVN strategies — related
• Educators reported that LVN-selected strategies supported student engagement, content knowledge, confidence, and collaboration — related
• Over 90 percent of Bristol teachers who participated in student-led mental health PD reported being more conscious of the experiences of students of color in school — related