A Targeted Approach to Making Changes to Our Teaching
A previous column on how hard it is to sustain instructional change has got me thinking more about the change process. For years I’ve suggested that our efforts to change need to be more targeted. So often we change by doing some of this, a bit of that, a little something else, and hopping back to what we implemented initially to fuss with it more. It’s not systematic, purposeful, or focused change.