Facilitating Effective Learning and Teaching.

This investigation monitored the perceived effectiveness of a professional development program, called Facilitating Effective Learning and Teaching, in improving teacher practice. The program assumes that improvement is likely when the participants understand and value the learning process and themselves as learners and teachers. Program components included a challenge for change on the part of individual teachers, teachers operating as learners, and implementation of learned ideas in the classroom. The program examined the following aspects of learning: the meaning of learning; individual ways of learning; attitudes; students displaying what they know; facilitating the learning of new ideas; managing concentration; learning by reading, writing, and listening; facilitating remembering; learning in different contexts; students learning to organize themselves as learners; and monitoring learning. Evaluation of the program with 78 secondary teachers in Melbourne (Australia) showed that the quality of teaching and learning can be improved by increasing the school community's understanding and valuing of the learning process and individual variation in learning. Positive outcomes from the program included an increased preparedness to examine change by teachers, the fostering and legitimizing of positive attitudes towards classroom change, and a preparedness to be involved in change processes. (JDD)