{"id":15704,"date":"2022-10-20T01:00:12","date_gmt":"2022-10-20T05:00:12","guid":{"rendered":"https:\/\/aurora-institute.org\/?post_type=cw_post&p=15704"},"modified":"2022-10-11T15:13:32","modified_gmt":"2022-10-11T19:13:32","slug":"old-habits-die-hard-how-to-build-new-moves-and-habits-to-sustain-change","status":"publish","type":"cw_post","link":"https:\/\/aurora-institute.org\/cw_post\/old-habits-die-hard-how-to-build-new-moves-and-habits-to-sustain-change\/","title":{"rendered":"Old Habits Die Hard: How to Build New Moves and Habits to Sustain Change"},"content":{"rendered":"

This post is part of a series<\/a> inspired by the new report: <\/span><\/i>Teachers Making the Shift to Equitable, Learner-Centered Education: Harnessing Mental Models, Motivations, and Moves<\/a>.\u00a0<\/i><\/b><\/p>\n

Even when we are equipped with a clear plan of action and have high motivation and support, as humans we can still struggle to adopt new practices. This is true for educators, and professional learning should be designed with this in mind. Educators need to know which skills to focus on and have the chance to apply these new ideas in practice as they systematically develop them over time.\u00a0<\/span><\/p>\n

\"Teachers
Photo credit: Allison Shelley for EDUImages<\/figcaption><\/figure>\n

In addition, old, ingrained habits of practice\u2014which may be counter to new approaches\u2014can insidiously thwart educators\u2019 efforts to change, especially when these habits remain unexamined.\u00a0<\/span><\/p>\n

We have all seen it. We have all been there. Amidst the day-to-day challenges of teaching, how easy is it for an educator to revert to autopilot and <\/span>respond “good job” or “that’s correct” when a student answers a prompt, rather than nudging the learner\u2019s use of metacognition and reasoning with “tell me more about how you came up with that?”<\/span><\/p>\n

Designers of professional learning can enable educators to build new moves and habits to sustain change, by engaging them in exercises designed to (also see figure below):<\/span><\/p>\n

    \n
  1. assess current practice through reflection and feedback,<\/span><\/li>\n
  2. develop targeted skills,<\/span><\/li>\n
  3. test and affirm new practices through iterative cycles of experimentation, and<\/span><\/li>\n
  4. make habits visible and reinforce desired shifts to sustain change.<\/span><\/li>\n<\/ol>\n

    How<\/b> to Build New Moves and Habits to Sustain Change<\/b><\/p>\n

    \"Graphic<\/b><\/h1>\n

    Assess: Assess Current Practice Through Reflection and Feedback<\/b><\/h2>\n

    Before we can identify specific learning goals, it is necessary to assess the current status of our practice and the extent to which it aligns (or conflicts) with our desired practice, standards, or goals.<\/span><\/p>\n

    \"History
    Photo credit: Allison Shelley for EDUImages<\/figcaption><\/figure>\n

    The role the adult learner plays in the feedback process is a key but often overlooked element. The adult learner needs a proactive role in the feedback process, rather than simply being the recipient<\/span>. In <\/span>a review of varying feedback models<\/span><\/a>, the authors cite multiple studies that have shown that feedback can backfire and be associated with no change or even negative change depending on the content, timing, and characteristics of the \u201cdeliverer.\u201d\u00a0\u00a0The authors highlight new trends that suggest that feedback should be used as a strategy for enhancing a learner\u2019s own self-evaluative and self-correcting practices.\u00a0<\/span><\/p>\n

    \"TextWhen there is a misalignment between current and desired practice, accurately assessing can be challenging. Cognitive dissonance or expectation failure may be necessary to bring about a willingness to make deep conceptual shifts. One powerful method for creating opportunities for cognitive dissonance is through giving teachers the opportunity to view video recordings of their own practice.\u00a0Teachers may believe they are fully implementing desired practices, when in fact, they have made little change in their instructional practice.<\/span><\/p>\n

    Implications for Design<\/b>: How might designers of professional learning support teachers as they shift to learner-centered practices?<\/span><\/p>\n

    \"Arrow\"Assess:<\/b> Teachers self-assess current levels of performance in the desired practice area using a selected competency, pedagogical framework, or tool, and work with coaches and peers to reflect and solicit feedback as they identify current practices and habits.\u00a0<\/span><\/p>\n

     <\/p>\n

    Grow: Develop Targeted Skills<\/b><\/h2>\n

    Once teachers have assessed their current practices and solicited feedback on a set of practices and habits they would like to shift, the next step is to engage in targeted skill building. When targeting specific learning outcomes for our young learners, you may have heard terms such as:<\/span><\/p>\n