Teachers as Architects of Learning

Developing teaching practice sits at the center of most school improvement plans and as part of this so is the need for utilizing an approach that is respectful, professional and ultimately impactful on learning. Teachers as Architects of Learning spans the last ten years of research and application and is an international collaboration. 

In an education age where neuro-science and effect-size rules supreme it is more important than ever that we don’t view or treat teaching as an exact science. It isn’t and never will be. Why? Because the transactional process of learning and teaching is between human beings. As Dr. Robert Marzano highlights in his important research on instruction there is both a science and art to it.   

The goals of Teachers as Architects is three-fold. We advocate for teaching decisions to first and foremost be based on the impact it will have on learning (both for the student and the teacher). Secondly, we want teachers to be the chief decision makers in the development of their own practice, embracing the emerging research and thinking from our field and combining it with the contextual fabric of their professional lives. Lastly, we support teachers to be researchers of their teaching identity. Self-exploration of who they are as teachers, not just what skills and strategies might be best for their students and themselves.   

Teachers as Architects provide teachers with the opportunity to dig deeper into who they are as teachers and gain greater clarity about what approaches to learning might assist their growth. We take the position that all teachers are essentially architects of the learning experience. Regardless of what context teachers work in (including the virtual one), they share the common responsibility for ensuring they create a learning experience where learning can thrive. Learning architects are aware of the constructs required to create this successful learning experience for students. They deliberately apply specific teaching approaches to their evolving teaching architecture. Specifically, we introduce twelve constructs and associated strategies teachers consider as they decide what’s best for their instructional context.  

Participant Engagement 

Attendees will be taken through a process of self reflection.  As part of the process they will be asked to consider their instructional design practices and how they relate to their identity as a teacher.  This will involve the use of a ‘Metaphorical Mirror’ to connect their identity as an educator to the content of the session.  They will explicitly identify through this active process the possibilities for their professional practice.  

The Take-aways 

• Understanding of how their beliefs about learning can strengthen their practice

• A focus for deliberate practice through examining 12 learning constructs

• Increased self-awareness on how learning theory influences how we teach 

• Practical, evidence-based strategies for immediate use with learners in the virtual environment