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The Knowing-Doing Gap: How Smart Companies Turn Knowledge Into Action

When educators attend conferences or workshops they are often inspired by the many new and exciting ideas they learn about and are prepared to put some of the newfound strategies into practice in the near future. Then… reality sets in. The teacher reads the summary of the day s left by the substitute and determines what follow-up s must take place; she checks emails to see what immediate action must take place or which phone calls must be returned.

The folder with all those exciting ideas sits lonely and neglected. We cannot be criticized for not implementing new ideas in a timely manner since our professional lives are filled with unexpected events and frequent interruptions. On the other hand, it is important to remember that teaching is a profession, and in all professions, it is unrealistic to remain static and cling to ideas that may not be as effective in promoting student learning. The file folder from the conference that holds new ways of thinking, deserves attention; thus, it is critical that we open that folder while the ideas are fresh in our minds.

Remember, the ideas that were introduced in the workshop, regardless of how good they are, will have no impact on learning until we act on them.

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The Gap The inability to put new ideas into practice is called the knowing-doing gap. It is a widely used moniker that is not unique to education; it is taught in college courses, a vital part of leadership training, and is a mainstay in the world of business. The Wisdom In a recent webinar, British researcher Dylan Wiliam provides a great deal of insight about how teachers can reduce or even eliminate the gap. The title of a recent blog by Dr. Wiliam says it all: He proposes the following practices:.

The more options teachers have at their disposal, the deeper their discussions will be with their fellow teachers, and the stronger their use of formative assessment will become.

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The Actions In his writing, Dr. Wiliam offers further suggestions that will help teachers move into the action phase and move closer to reduce or even eliminate the gap. In their book, The Knowing-Doing Gap: