PEBC’s Approach to Teacher Learning: Lab Classrooms - PEBC

PEBC’s Approach to Teacher Learning: Lab Classrooms

Honoring student thinking, promoting teacher innovation and fostering communities of adult learners – these principles described in Emily Hanford’s article, A different approach to teacher learning: Lesson Study are also integral to the professional development work of PEBC.

PEBC Lab ClassroomSimilar to Lesson Study, PEBC engages deeply with educators through job-embedded professional learning that includes lab classroom visits. During these facilitated labs, teachers observe peers at work, listen into the thinking of students, notice and name effective instructional practices that promote student thinking and understanding. Most importantly, participating educators end their lab experience by identifying particular approaches to instruction they can transfer in context-appropriate ways to their own classrooms and schools. With support from a PEBC staff developer, a teacher’s learning from the lab visit can take root in the form of instructional shifts in his or her own classroom, sustained by ongoing cognitive coaching.

In this way, PEBC works side-by-side with teachers to support their learning among peers, reflection on their own practice, and changes that result in increased student achievement.

Learn more about how PEBC can help you become the teacher you’ve always wanted to be.

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Upcoming Courses and Institutes

Minds on Math Institute (Feb 2023)

In this institute you will learn how to address all eight of the Common Core Standards for Mathematical Practice within workshop model instruction.
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Thinking Strategies Institute (Spring 2023)

In this institute, educators will learn how to explicitly teach, support, and plan for deeper thinking with the thinking strategies within in the context of instructional best practices.
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Reading and Writing Connections in the Literacy Workshop with Ellin Keene and Dan Feigelson

Join us to discuss ways to enhance student engagement by integrating reading and writing. When teachers make these connections apparent, students comprehend more deeply, write more meaningfully, and develop individual identities as readers and writers in the world.
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