CC2:
Becoming
a
Master
Teacher
‐Developing
Cri9cal
Habits
of
Mind.
Lindner,
R.
&
LaPrad,
J.
5/9/11
“It
would
be
helpful
if
there
were
predictable
phases
of
teacher
development
that
could
guide
educators.”
‐
Hammerness,
K.,
Darling‐
Hammond,
L.,
Bransford,
J,
Berliner,
D.,
Cochran‐Smith,
M,
McDonald,
M.
&
Zeichner,
K.
(2005).
How
teachers
learn
and
develop.
In,
L.
Darling‐Hammond
&
J.
Bransford,
Eds.
Preparing
teachers
for
a
changing
world:
what
teachers
should
learn
and
be
able
to
do.
Jossey‐Bass.
“As
differences
between
experts
and
novices
accumulated
in
educa:on
and
other
fields,
it
became
apparent
that
there
was
a
need
for
a
theory
of
development
to
describe
the
transi:on
from
novice
to
expert.”
‐
Berliner,
D.
C.
(2004).
Describing
the
behavior
and
documen9ng
the
accomplishments
of
expert
teachers.
Bulle7n
of
Science,
Technology
&
Society,
24,
1,
200‐212.
“Exper:se
can
be
fostered
by
making
the
exper:se
trajectory
visible
to
learners
through
models
of
exper:se…”
–
Lajoie,
S.
P.
(2003).
Three
stage
models:
Glaser,
Anderson,
Alexander
Anderson
–
cogni<ve,
associa<ve,
autonomous Glaser
–
externally
supported,
transi<onal,
self
regulatory
Alexander
–
acclima<on,
competence,
proficiency
(MDL)
Five
stage
model:
Berliner
(Dreyfus
&
Dreyfus)
Stage
1:
novice
Stage
2:
advanced
Beginner
Stage
3:
competent
Stage
4:
proficient
Stage
5:
expert
1.
“Student
teachers
and
many
first
year
teachers
are
ordinarily
considered
to
be
novices.”
‐
Berliner,
2004,
p.
206.
This
seems
to
suggest
a
minimal
role
for
teacher
prepara<on
in
the
developmental
path
of
exper<se
and,
again,
emphasizes
<me
and
experience
as
the
dominant
factors
in
the
development
of
exper<se.
2.
“The
problem
is
not
how
to
turn
novices
into
experts
faster
or
with
less
work.
The
problem
is
how
to
ensure
that
novices
develop
into
experts
rather
than
into
experienced
nonexperts.”
‐
Bereiter
&
Scardemalia,
1993,
p.
18
1
CC2:
Becoming
a
Master
Teacher
‐Developing
Cri9cal
Habits
of
Mind.
Lindner,
R.
&
LaPrad,
J.
5/9/11
From
Novice
to
Expert:
Developmental
Phases
in
Becoming
a
Master
Teacher
(Adap<ve
Expert)*
“Experts,
like
other
humans,
are
not
all
alike.”
–
Berliner,
D.
(2004),
p.
203)
Rou<ne
exper<se
*
Quick
and
accurate
solving
of
familiar
problems
*
Modest
capaci9es
of
dealing
with
novel
types
of
problems
Key
factors
in
development
*
Observa9on
and
imita9on
*
Experience
and
repe99on
under
controlled
condi9ons
Adap<ve
exper<se
*
Effec9ve
solving
of
novel
problems
*
Genera9on
of
new
procedures
and
prac9ces
from
expert
knowledge
*
Deep
conceptual
understanding
Key
factors
in
development
*
Repeated
prac9ce
of
skills
and
procedures
under
varying
condi9ons
*
Need
for
explana:on
(not
just
doing)
–
seeking
for
principles.
*
Explicit
learning
goal
or
inten:on
(intent
to
reach
beyond
current
level
of
performance)
(Hatano
&
Inagaki,
1986)
The
Importance
of
Prepara<on
for
Teaching
“…evidence…suggests
that
teachers’
development
is
influenced
by
the
nature
of
the
prepara<on
they
receive
ini<ally…”
–
Hammerness,
Darling‐Hammond,
Bransford,
Cochran‐Smith,
McDonald
&
Zeichner,
2005.
The
model
we
are
proposing
seeks
to
ar<culate
what
is,
and
needs
to
be,
happening
in
the
early
stages
of
exper<se
development
and
the
role
such
prepara<on
plays
in
the
likelihood
that
full
exper<se
is
eventually
aaained.
At
this
level
we
are
dealing
with
an
individual
who
thinks
he/she
might
want
to
become
a
teacher.
Of
course,
different
individuals
come
with
different
backgrounds,
but
these
individuals
typically
share
a
naïve
concep<on
of
the
profession
and
their
level
of
commitment
is
not
yet
deep.
The
primary
focus
of
this
phase
should
be
on
the
development
of
basic
skills
to
the
highest
level
possible,
and
perhaps
acquiring
a
general
understanding
of
the
nature
and
expecta<ons
of
the
teaching
profession.
In
terms
of
knowledge,
skills,
and
disposi<ons,
we
want
students
to
be
developing
high
levels
of
literacy
and
numeracy,
a
broad
and
general
knowledge
and
understanding
of
science,
literature,
history,
different
cultures,
etc.
The
abili<es
to
read,
write,
compute,
communicate,
and
reason
should
be
clearly
established
and
well
developed.
Lastly,
we
look
for
an
overall
commitment
to
learning
and
self‐
improvement
in
general
that
is
consistent
and
goal
oriented.
2
CC2:
Becoming
a
Master
Teacher
‐Developing
Cri9cal
Habits
of
Mind.
Lindner,
R.
&
LaPrad,
J.
This
individual
has
taken
the
next
step.
His,
or
her,
professional
knowledge
and
understanding
of
core
subject
maaer
(or
domain,
if
secondary
educa<on)
is
deepening.
The
focus
turns
to
acquiring
pedagogical
knowledge,
skills,
and
disposi<ons
as
individuals
are
ini<ated
into
the
tasks,
challenges
and
commitments
they
will
confront
as
future
teachers.
The
ini<ate
has
met
requirements
for
entry
into
teacher
educa<on,
has
a
loosely
developed,
emerging
knowledge
of
the
profession
based
on
personal
experience
and
ini<al
course
work,
his
misconcep<ons
are
fewer
but
not
fully
eliminated,
and
he
has
made
a
basic
commitment
to
enter
the
profession.
Given
that
his/her
basic
skills
and
general
knowledge
base
are
well
developed,
the
focus
turns
to
developing
deep
content
specific
knowledge
as
well
as
a
sound
professional
core,
and
preliminary
development
of
pedagogical
skills.
The
ini<ate
possesses
an
emerging
understanding
of
learners
and
learning,
the
importance
of
cultural
context
and
background,
and
related
core
professional
knowledge.
The
candidate
has
accumulated
the
knowledge
and
skills,
and
developed
the
disposi<ons,
needed
to
enter
the
profession
of
teaching.
She/he
has
had
the
opportunity
to
apply
the
knowledge,
skills,
and
disposi<ons
he
has
acquired
in
increasingly
complex
and
varied
field
sehngs
and
is
prepared
to
manage
the
demands
of
a
classroom
at
a
rudimentary
level
using
basic
rou<nes
developed
during
student
teaching
and
learned
in
the
classroom.
However,
the
ability
to
improvise
and
adapt
to
unusual
circumstances
is
limited
and
underdeveloped.
Equipped
with
the
right
habits
of
mind
and
disposi<ons,
the
candidate,
with
appropriate
support
and
mentoring,
can
navigate
the
complex
world
of
the
classroom
successfully
at
a
basic
level.
The
candidate
has
accomplished
all
that
is
necessary
to
be
worthy
of
ini<al
cer<fica<on.
5/9/11
“Metacogni:on
is
an
especially
important
component
of
adap:ve
exper:se.”
‐
Hammerness,
K.,
et.
al.
(2005).
Having
acquired
some
pedagogical
(general
and
content
specific)
training,
content
specific
understanding,
and
a
basic
grasp
of
the
social,
cultural,
professional
and
ethical
challenges
of
classroom
life,
the
appren<ce
is
prepared
to
begin
working
in
the
classroom
under
supervision.
The
focus
now
turns
to
prac<cal
applica<on
of
the
knowledge
and
skills
acquired
in
the
classroom
to
real
situa<ons
and
sehngs
that
approximate
the
demands
of
the
profession.
Most
misconcep<ons
(though
not
all)
regarding
the
profession
are
now
gone
and
the
appren<ce
is
in
the
process
of
becoming
aware
of
the
reali<es
of
the
demands
of
the
profession. Beyond
acquiring
many
basic
rou<nes,
developing
the
mental
habits
of
self‐analysis,
reframing,
self‐explana<on,
and
self‐
monitoring
during
this
phase
are
cri<cal
in
terms
of
the
long‐term
development
of
teachers.
To
get
from
phase
I
to
Phase
IV,
a
curricular
mechanism
is
required.
At
one
level,
of
course,
this
is
the
specific
teacher
prepara<on
program
of
a
given
ins<tu<on.
However,
this
is
not
very
specific
in
terms
of
what
exactly
is
being
learned
both
in
terms
of
the
ul<mate
goal
and
the
steps
along
the
way.
To
achieve
greater
specificity,
we
are
in
the
process
of
adap<ng
and
adop<ng
the
idea
of
a
learning
progression
(LP)
from
science
educa<on.
This
allows
us
to
specify
what
the
final
objec<ve
is,
in
terms
of
“big
ideas”
or
principles,
and
the
intermediate
steps
that
will,
hopefully,
produce
the
desired
result.
But
that’s
a
topic
for
another
day.
For
now,
we
will
just
focus
a
few
of
the
key
characteris<cs
of
a
program
designed
to
produce
the
kind
of
exper<se
we
are
ajer.
3
CC2:
Becoming
a
Master
Teacher
‐Developing
Cri9cal
Habits
of
Mind.
Lindner,
R.
&
LaPrad,
J.
Reduc<ve
problem
solving
is
a
process
of
reducing
problems
to
tasks
that
can
be
handled
by
simply
following
the
rou<ne
procedures
that
do
away
with
whatever
challenges
a
problem,
or
set
of
problems,
may
pose
for
the
learner.
*
Prac<ce
and
refinement
of
exis<ng
procedures
*
Some
<nkering
may
be
required
(no
two
situa<ons
are
exactly
alike)
*
Highly
situated
(implicit
cogni<on)
5/9/11
Progressive
problem
solving
is
a
process
of
genera<ng
expert
knowledge
through
the
con<nual
reinvestment
of
mental
resources
into
addressing
problems
at
higher
levels.
*
Reinvestment
in
learning
*
Seeking
out
more
difficult
and
challenging
problems
*
Forming
more
complex
representa<ons
of
recurrent
problems
*
Requires
nonsituated
cogni<on
(explicit
cogni<on)
“Problem
reduc<on
reflects
the
commonplace
view
of
problems
as
things
to
be
goaen
rid
of,
to
be
reduced
in
number
and
severity.
It
also
represents
a
common
way
in
which
problems
are
handled,
by
reducing
them
to
tasks
that
can
be
handled
with
rou<ne
procedures.”
(Bereiter
&
Scardamalia,
1993,
p.
99)
“…mental
resources,
as
they
become
available,
are
reinvested…leading
to
further
growth
in
skills
and
knowledge.
This,
we
propose,
is
the
process
whereby
people
move
beyond
the
plateaus
of
normal
learning
and
acquire
exper<se.”
(Bereiter
&
An
analogy
might
be
useful
here.
In
terms
of
fitness,
such
an
approach
will
probably
get
you
into,
and
keep
you
in
decent
shape,
but
it
won’t
turn
you
into
an
athlete.
Developing
rou<ne
exper<se
is,
to
a
degree,
necessary
but
it
is
not
sufficient
for
developing
adap<ve
exper<se.
This
is
what
we
are
ajer.
An
important
characteris<c
of
progressive
problem
solving
is
the
undertaking
of
increasingly
more
challenging
problems
and
a
willingness
to
accept
working
at
the
edge
of
one's
competence.
Informal
knowledge
–
factual
informa<on
and
skills
acquired
experien<ally
resul<ng
in
implicit
understanding
(largely
situated,
based
in
prac<ce).
Impressionis:c
knowledge
–
similar
to
informal
knowledge
but
refers
to
your
sense
of
people
and
events;
more
a
feeling
than
ar<culated
knowledge
(also
largely
situated,
prac<ce
based).
Scardamalia,
1993,
p.
92)
According
to
Ericsson
(2006,
p.
685)
“…extensive
experience
of
ac<vi<es
in
a
domain
is
necessary
to
reach
very
high
levels
of
performance.
Extensive
experience
in
a
domain
does
not,
however,
invariably
lead
to
expert
levels
of
achievement…further
improvements
depend
on
deliberate
efforts
to
change
par<cular
aspects
of
performance.”
Self‐regulatory
knowledge
–
your
understanding
of
yourself
as
a
learner,
and
the
varying
demands
associated
with
learning
tasks,
and
the
ability
to
use
such
knowledge,
in
a
controlled
fashion,
toward
the
furtherance
of
learning
goals.
Formal
knowledge
–
knowledge
and
learning
that
is
text
and
school
based;
explicit
knowledge
that
has
been
objec<fied
and
abstracted
(non
situated).
The
argument
here
is
that
formal
knowledge
is
not
necessarily
opposed
to
informal
and
impressionis<c
knowledge;
it
ideally
enriches
and
focuses
such
knowledge.
For
that
to
happen,
however,
it
must
become
integrated
with
the
other
types
of
knowledge.
‐
(Bereiter
&
Scardamalia,
1993).
*
Inclusive
of
declara<ve
and
procedural
(content,
pedagogical,
and
pedagogical
content)
knowledge.
In
any
case,
knowledge
maaers.
The
image
above
(from
Ericsson,
2006)
captures
the
rela<onships
between
different
levels
of
experience
and
prac<ce.
Reaching
the
expert
level
requires
focused,
deliberate,
effornul
prac<ce
over
extensive
periods
of
<me.
4
CC2:
Becoming
a
Master
Teacher
‐Developing
Cri9cal
Habits
of
Mind.
Lindner,
R.
&
LaPrad,
J.
5/9/11
What’s
the
difference
between
rou<ne
prac<ce
(repe<<on)
and
deliberate
prac<ce?
Deliberate
prac<ce
IS:
(Ericsson,
2006)
“The
key
challenge
for
aspiring
expert
performers
is
to
avoid
the
arrested
development
associated
with
automa<city
and
to
acquire
cogni<ve
skills
to
support
their
con<nued
learning
and
improvement.
By
ac<vely
seeking
out
demanding
tasks
–
ojen
provided
by
their
teachers
and
coaches
–
that
force
the
performers
to
engage
in
problem
solving
and
to
stretch
their
performance,
the
expert
performers
overcome
the
detrimental
effects
of
automa<city
and
ac<vely
acquire
and
refine
cogni<ve
mechanisms
to
support
con<nued
learning
and
improvement…”
‐
Ericsson,
2006.
The
cri<cal
ques<on
‐
How
do
we
develop
both
the
opportuni<es
for
engaging
in
(1)
progressive
problem
solving
and
(2)
deliberate
prac:ce,
and
the
disposi<on
necessary
to
sustain
them,
into
our
courses
and
programs?
How
do
we
help
our
candidates
exercise,
and
develop
an
appe<te
for,
these
cri<cal
components
of
the
path
to
(adap<ve)
exper<se?
Examples
anyone?
  Inten<onal
and
relevant
to
the
skill
being
prac<ced
(improper
prac<ce
can
actually
make
you
worse!)
  Effornul,
requiring
aaen<on
and
concentra<on
from
the
learner
(involves
challenge
and
focus)
  Targeted,
specific
and
sustained
(aimed
at
elimina<ng
specific
weaknesses)
  Pitched
at
a
level
just
beyond
current
reach
(based
on
careful
observa<on,
analysis,
and
diagnosis)
  Ojen
involves
ac<vi<es
selected
by
a
coach
or
teacher
to
facilitate
learning
(It’s
ojen
hard
to
be
objec<ve
about
oneself,
and
hard
to
no<ce
everything
that
might
be
relevant;
provides
cri<cal
feedback)
Deliberate
prac<ce
is
NOT?
(typically)
Inherently
enjoyable
(hard
WORK;
long
term,
achievement
based,
reward)
Taking
a
class
or
workshop
(although
they
might
include
some
deliberate
prac<ce
in
them)
Aaending
a
lecture
or
discussing
something
with
an
expert
(although
inspira<on
may
follow)
Simply
reading
an
ar<cle
or
a
book
(unless
you
try
out
and
test
some
of
what
you
read)
Simply
watching
an
expert
perform
(unless
you
are
fairly
skilled
to
begin
with
and
you
apply
what
you
learn)
  Teaching
or
any
other
form
of
actually
performing
your
skill





1.
2.
3.
4.
Building
a
solid
founda<on
of
basic
skills
and
content
knowledge
Elimina<ng
misconcep<ons
(correct
knowledge
maaers)
Providing
opportuni<es
for
prac<ce
under
varying
condi<ons
Elici<ng
explana<ons
(beyond
doing;
reflec<on),
encouraging
self‐
explana<on
(understanding
also
maaers)
5.  Focusing
on
reframing
and
re‐representa<on
of
tasks,
issues
and
problems
(another
aspect
of
reflec<on;
progressive
problem
solving)
6.  Encouraging
deliberate
prac<ce
(highly
relevant;
significant
effort)
7.  Incrementally
increasing
the
challenge
level
(progressive
problem
solving)
8.  Fostering
self
regula<on
(internalizing
control)
9.  Promo<ng
con<nual
reinvestment
(affect
and
mo<va<on)
10. Suppor<ng
risk
taking
11. Appealing
to
the
heroic
element
12. Crea<ng
a
culture
that
supports
the
development
of
exper<se
5
CC2:
Becoming
a
Master
Teacher
‐Developing
Cri9cal
Habits
of
Mind.
Lindner,
R.
&
LaPrad,
J.
1.  The
novice
to
expert
framework
allows
us
to
frame
teacher
prepara<on
as
a
logical,
coherent
and
visible
sequence
2.  Great
teachers
are
made,
not
born
3.  Prac<ce
and
experience
alone
do
not
produce
exper<se
4.  In
short,
in
determining
ul<mate
outcomes,
(type
of)
prepara<on
maaers
5.  Both
situated
and
nonsituated
cogni<on
is
required
for
the
produc<on
of
(adap<ve)
exper<se
(theory
and
prac<ce)
6.  Prepara<on
should
be
focused
on
producing
adap:ve,
rather
than
simply
rou<ne,
exper:se
(although
both
are
necessary)
7.  Exper<se
is
developed
and
takes
considerable
<me
and
investment
to
achieve
(5‐10
years)
8.  Generally
speaking,
it
takes
a
culture
of
exper<se
to
sustain
the
development
of
an
expert
9.  Although
adap<ve
exper<se
leads
to
greater
adaptability
and
flexibility,
there
is
no
such
thing
as
a
general
expert
(domain
specificity
is
the
rule
in
exper<se)
Alexander,
P.
A.
(2003).
The
development
of
exper9se:
the
journey
from
acclima9on
to
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Educa7onal
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&
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M.
(1993).
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D.
C.
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Ft.
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1.  Is
the
genera<on
of
adap<ve
(as
opposed
to
rou<ne)
exper<se
a
reasonable
goal
for
teacher
prepara<on?
2.  Is
teaching
a
field
prepared
to
view
itself
in
terms
of
the
development
of
exper<se?
3.  How
do
we
aaract
and
retain
the
kinds
of
learners
likely
to
become
(adap<ve)
experts
to
careers
in
teaching?
4.  Is
two
years
enough
to
make
an
impact
on
the
future
development
of
teacher
candidates?
5.  How
will
adop<ng
a
focus
on
the
development
of
adap<ve
exper<se
impact
those
involved
(the
instructors
and
field
supervisors
and
others)
in
teacher
prepara<on?
6.  Can
colleges
of
educa<on
become
communi<es
that
support
the
development
of
exper<se?
Hatano,
G.,
&
Inagaki,
K.
(1986).
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what
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6