OneThing42: it’s the Instructional Team that teaches

The Instructional Team’s Capacity is the stock to change

Team2I spent a week reconsidering a very small start: what are the key stocks in the system of school reform. And I changed my mind. It is NOT a single teacher’s capacity, but the composite Instructional Team Capacity that makes the critical difference.  So, at the very heart of a school reform is a team of professionals committed to the learning of a group of students.  And those professionals are themselves learning. 

The difference is they already know how they learn.  They have to figure out two things:  first, what is it they wish their students to know and be able to do; and second, how do their students learn?

The School Reform Model version 1.5

With the Connector I suggest a relationship between these two Stocks.  Notwithstanding a few model-building niceties that will need altering, the core assumption is explicit.  This helps us ask questions about my idea . . .

Some questions come to mind

  • What do you have to do to build up an Instructional Team’s Capacity?
  • Mustn’t there be an minimal and optimal effectiveness of an Instructional Team’s Capacity?
  • What could an Instructional Team do (or a Student do) to slow or stop the forgetting of what a student learns?

These are a few things I will address in next week’s version of the model.  I am hoping you might comment on these questions . . . and that would help with the model.


One comment on “OneThing42: it’s the Instructional Team that teaches

  1. Tim, glad to see you are back to blogging here. I am not sure how this fits in but I work next door to Membean and this may be of interest to you and your readers as to how they use science-based knowledge of memory to apply their techniques that “reinforce learning” thus increasing the capacity to learn. Merry Christmas to you and your family. Lou

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