Never mind the technology, where’s the learning?

One of Scott Youngs’ latest posts is about keeping “to-learn” lists rather than “to-do” lists. In our busy lives, it’s easy to concentrate on doing the job, coping with the here and now rather than our own professional development. For Scott, there is a clear difference between the “to-do” and “to-learn” list:

“A to-learn list can’t work the same as a to-do list for a number of reasons. The biggest is simply that a to-do list typically involves things that must be done. Going to work, cleaning your house and picking up the dry cleaning are all necessary. In theory at least, each to-do item you check off means one less to do.

“Not so with a to-learn list. Each book you learn opens up the possibility for more learning. If you make a typical checklist format for your to-learn, then it could easily explode in size far faster than you could ever read.”

For teachers, professional development, can sometimes become a “to-do” list rather than a “to-learn” list. School improvement, targets and pressure to change can construct priorities that are someone else’s. Having the right attitude towards your own professional development means that you are more likely to remain in control, rather than be controlled. For example, making a conscious effort to remain reasonably up to date with ICT, means that you are more likely to be involved in the discussions about where the school might move next, rather than be at the end of the chain, in which CPD is ‘done to you’ rather than ‘you doing it’.

Image credit: Eamon Brett

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