It is interesting to read your materials for professional learning facilitators, even though I exist as a classroom teacher in my realm. The thought processes are all the same ones that I can adapt for classroom use--shift and change with my own population. Though they are required to be there, the need varies, and I, too, need to shift and change. Grateful you are still here...
And it is interesting that you make this connection because I say this often: Good learning design is good learning design, regardless of context, industry, or the age or experiences of the people we're designing for. When we develop expertise in design and deepen our toolkit there, what we create becomes very agile and responsive to context. When we try to simply lift and drop what others do in their own, it's never quite a just-right fit. Thanks for noticing this and taking the time say so here! :))
It is interesting to read your materials for professional learning facilitators, even though I exist as a classroom teacher in my realm. The thought processes are all the same ones that I can adapt for classroom use--shift and change with my own population. Though they are required to be there, the need varies, and I, too, need to shift and change. Grateful you are still here...
And it is interesting that you make this connection because I say this often: Good learning design is good learning design, regardless of context, industry, or the age or experiences of the people we're designing for. When we develop expertise in design and deepen our toolkit there, what we create becomes very agile and responsive to context. When we try to simply lift and drop what others do in their own, it's never quite a just-right fit. Thanks for noticing this and taking the time say so here! :))