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Intentional Interruption: Breaking Down Learning Barriers to Transform Professional Practice
We interrupt this program to bring meaningful, conceptual change to your team′s professional learning!
If you′re involved in professional learning, you know that big ideas can sometimes get stuck on the way to becoming real change. Steven Katz and Lisa Ain Dack explain the secret to getting interrupting the status quo of traditional activity-based professional development to help educators embrace permanent changes in thinking and behavior. They outline a process—grounded in psychological research—for real professional learning that ultimately leads to improved student achievement.
You can enable true learning by
Building a focus on learning, collaborative inquiry, and formal and informal instructional leadership in schoolsRecognizing the psychological processes involved in adult learning, and overcoming the psychological biases and barriers to change Using tools and strategies such as critical friend relationships, learning conversations, task sheets, and protocolsIllustrated with concrete, school-based examples drawn from real practice, Intentional Interruption shows how rethinking professional learning can lead to the development of a real and sustainable learning culture in your school.
"Few books challenge your thinking of a field to this degree. The authors reveal the secret key to unlocking true professional learning and thus impact for students."—Terry Morganti-Fisher, ConsultantLearning Forward
"Before your learning team goes much further, it needs to stop, read, and collectively reflect on these insights. This book will identify those sticky challenges and how you can optimize your joint work."—Mag Gardner, Superintendent of Student AchievementHamilton-Wentworth District School Board, ON
If you′re involved in professional learning, you know that big ideas can sometimes get stuck on the way to becoming real change. Steven Katz and Lisa Ain Dack explain the secret to getting interrupting the status quo of traditional activity-based professional development to help educators embrace permanent changes in thinking and behavior. They outline a process—grounded in psychological research—for real professional learning that ultimately leads to improved student achievement.
You can enable true learning by
Building a focus on learning, collaborative inquiry, and formal and informal instructional leadership in schoolsRecognizing the psychological processes involved in adult learning, and overcoming the psychological biases and barriers to change Using tools and strategies such as critical friend relationships, learning conversations, task sheets, and protocolsIllustrated with concrete, school-based examples drawn from real practice, Intentional Interruption shows how rethinking professional learning can lead to the development of a real and sustainable learning culture in your school.
"Few books challenge your thinking of a field to this degree. The authors reveal the secret key to unlocking true professional learning and thus impact for students."—Terry Morganti-Fisher, ConsultantLearning Forward
"Before your learning team goes much further, it needs to stop, read, and collectively reflect on these insights. This book will identify those sticky challenges and how you can optimize your joint work."—Mag Gardner, Superintendent of Student AchievementHamilton-Wentworth District School Board, ON
122 pages, Kindle Edition
First published October 1, 2012
17 people are currently reading
100 people want to read
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Displaying 1 - 17 of 17 reviews
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May 12, 2020Very worthwhile! Discusses reasons that we really don't like to learn (but have trouble admitting it): it's hard work, and it interrupts our status quo, shakes up our beliefs! Nevertheless, we need to learn, and keep learning how to learn, especially if we claim to be educators.
January 26, 2016
In Intentional Interruption – Breaking Down Learning Barriers to Transform Professional Practice, Steven Katz & Lisa Ain Dack set out to explain how school leaders can best facilitate “true” professional learning - that is, teacher learning that has real impact on classroom practice and student achievement.
In Chapter 2: "The (Very) Hard Work of Learning", they provide a “psychological perspective” on learning and explain why learning is difficult. They define learning as “... a permanent change in knowledge or behavior”. (14) They posit that learning is hard because people have a “natural predisposition to preserve and conserve their existing beliefs, understandings, and behaviours” and to maintain the status quo. (15) When presented with learning that challenges one’s beliefs, the result is a cognitive dissonance. People deal with this discomfort by either avoiding it altogether, or altering the new learning to conform with a pre-existing belief (a form of assimilation). However, real learning occurs when people alter their beliefs to accommodate new information.
Chapter 3, "The Problem With Professional Learning", opens with a recognition of the disappointing research finding that there is often only a very small impact of teacher professional development on student achievement. The co-authors maintain that there are two inherent problems with the current vertical capacity-building model of PD that account for its minimal effect on student learning. In this model, teachers gather in a ballroom-type setting for workshops and presentations. However, this type of PD neither addresses the just-in-time differentiated learning that individual teachers need nor ensures that teachers incorporate the new learning into their classroom practice.
The authors also point out the problems associated with alternate forms of PD. In classroom walkthroughs, teachers tend to imitate the practices they observe but without developing an understanding of the underlying knowledge on which these practices are based. They illustrate this point by way of the humorous example of a kindergarten walkthrough situation in which other teachers simply imitated a teacher’s practice of sitting on an inflatable ball! Networked professional learning communities (both within and among schools) also don’t always lead to improved student achievement since they emphaisze doing things together at the expense of focusing on an understanding of effective teaching practices.
Three enablers of professional learning are identified in chapter 4. Enabler one is a learning focus for teachers and leaders that supports what students need to learn (as determined by evidence). Essentially, the specific content and practices teachers need to learn should be determined by the urgent student learning needs, and the content and practices school leaders need to learn are driven by the teacher learning focus. Focus is the what of professional learning.
The how of professional learning is collaborative inquiry that challenges thinking and practice. Collaborative inquiry will be effective when a disciplined approach is taken, involving the use of a framework which includes: developing an inquiry question, developing a hypothesis, determining success criteria, implementing and then analyzing the plan, and reflecting on the learning to determine next steps.
The who of professional learning is instructional leadership, by both promoting and participating in teacher learning and development. The authors indicate that instructional leadership is not about being the lead knower but rather the lead learner. Principals and district leaders should lead instructional learning with authenticity and even vulnerability, not being afraid to admit that they do not have all the answers.
Katz and Dack explore in Chapter 5, "The Barriers: How Our Minds Get in the Way", a number of biases that prevent people from engaging in deep levels of thinking. First is the tendency to move too quickly from problem to solution without engaging in a thorough problem analysis to consider all possibilities. There is also the confirmation bias – our tendency to look for evidence that confirms our beliefs rather than challenges them. This bias is particularly problematic because the things that challenge our beliefs are what lead to new learning. The illusory superiority bias – our tendency to overestimate our strengths and underestimate our shortcomings in comparison to others – is, a particularly “big” mental shortcoming. The omission bias refers to the belief that greater harm will result from taking action than from not taking action.
In the final chapter, the co-authors present strategies for intentional interruption of the cognitive biases that get in the way of real professional learning, and hence, preserve the status quo. Protocols which compel people to follow steps to describe, interpret, and reflect upon teaching practices can help break through the culture of niceness and challenge these practices. Another strategy is to ask teachers to explicitly identify their preconceptions related to new learning and have them intentionally think about whether the new information confirms or challenges their preconceptions. Avoiding the confirmation bias involves actively recruiting contradictory evidence – that is, encouraging people to deliberately consider ideas that run contrary to their beliefs. A critical friend can be used in this regard. Developing an error-friendly school or district culture, in which mistakes are viewed as learning opportunities, will also encourage professional learning.
In Chapter 2: "The (Very) Hard Work of Learning", they provide a “psychological perspective” on learning and explain why learning is difficult. They define learning as “... a permanent change in knowledge or behavior”. (14) They posit that learning is hard because people have a “natural predisposition to preserve and conserve their existing beliefs, understandings, and behaviours” and to maintain the status quo. (15) When presented with learning that challenges one’s beliefs, the result is a cognitive dissonance. People deal with this discomfort by either avoiding it altogether, or altering the new learning to conform with a pre-existing belief (a form of assimilation). However, real learning occurs when people alter their beliefs to accommodate new information.
Chapter 3, "The Problem With Professional Learning", opens with a recognition of the disappointing research finding that there is often only a very small impact of teacher professional development on student achievement. The co-authors maintain that there are two inherent problems with the current vertical capacity-building model of PD that account for its minimal effect on student learning. In this model, teachers gather in a ballroom-type setting for workshops and presentations. However, this type of PD neither addresses the just-in-time differentiated learning that individual teachers need nor ensures that teachers incorporate the new learning into their classroom practice.
The authors also point out the problems associated with alternate forms of PD. In classroom walkthroughs, teachers tend to imitate the practices they observe but without developing an understanding of the underlying knowledge on which these practices are based. They illustrate this point by way of the humorous example of a kindergarten walkthrough situation in which other teachers simply imitated a teacher’s practice of sitting on an inflatable ball! Networked professional learning communities (both within and among schools) also don’t always lead to improved student achievement since they emphaisze doing things together at the expense of focusing on an understanding of effective teaching practices.
Three enablers of professional learning are identified in chapter 4. Enabler one is a learning focus for teachers and leaders that supports what students need to learn (as determined by evidence). Essentially, the specific content and practices teachers need to learn should be determined by the urgent student learning needs, and the content and practices school leaders need to learn are driven by the teacher learning focus. Focus is the what of professional learning.
The how of professional learning is collaborative inquiry that challenges thinking and practice. Collaborative inquiry will be effective when a disciplined approach is taken, involving the use of a framework which includes: developing an inquiry question, developing a hypothesis, determining success criteria, implementing and then analyzing the plan, and reflecting on the learning to determine next steps.
The who of professional learning is instructional leadership, by both promoting and participating in teacher learning and development. The authors indicate that instructional leadership is not about being the lead knower but rather the lead learner. Principals and district leaders should lead instructional learning with authenticity and even vulnerability, not being afraid to admit that they do not have all the answers.
Katz and Dack explore in Chapter 5, "The Barriers: How Our Minds Get in the Way", a number of biases that prevent people from engaging in deep levels of thinking. First is the tendency to move too quickly from problem to solution without engaging in a thorough problem analysis to consider all possibilities. There is also the confirmation bias – our tendency to look for evidence that confirms our beliefs rather than challenges them. This bias is particularly problematic because the things that challenge our beliefs are what lead to new learning. The illusory superiority bias – our tendency to overestimate our strengths and underestimate our shortcomings in comparison to others – is, a particularly “big” mental shortcoming. The omission bias refers to the belief that greater harm will result from taking action than from not taking action.
In the final chapter, the co-authors present strategies for intentional interruption of the cognitive biases that get in the way of real professional learning, and hence, preserve the status quo. Protocols which compel people to follow steps to describe, interpret, and reflect upon teaching practices can help break through the culture of niceness and challenge these practices. Another strategy is to ask teachers to explicitly identify their preconceptions related to new learning and have them intentionally think about whether the new information confirms or challenges their preconceptions. Avoiding the confirmation bias involves actively recruiting contradictory evidence – that is, encouraging people to deliberately consider ideas that run contrary to their beliefs. A critical friend can be used in this regard. Developing an error-friendly school or district culture, in which mistakes are viewed as learning opportunities, will also encourage professional learning.
December 8, 2022
In my years of post-secondary education, this is the first course-required textbook that I’ve read in its entirety. It‘s a great book focussed on how teachers can improve student outcomes by improving their own practice through professional learning and development. I’d highly recommend this to any teacher who needs some inspiration to change the way they think or how they teach for the better. And if the authors are reading this — hey Steve and Lisa! 👋🏼)
January 4, 2025
This book provides information on how to navigate cognitive biases in school settings to achieve results for students while avoiding activity traps. I appreciated the suggestion to use protocols to avoid the niceness trap and create a collaborative culture. I would have liked for more concrete examples of navigating each of these biases in school settings to be included.
October 30, 2019
An interesting read to challenge my definition of learning and how it happens. Insightful with biases that get in the way of learning and appreciate steps and protocols to combat these. May need to research protocols for this use.
March 1, 2020
Många insikter om hur psyket funkar och hur det kan stå i vägen när vi försöker förstå vad som händer i klassrummet.
March 22, 2025
Great strategies for leaders in education and thinking about PD.
December 25, 2013
This is a helpful primer to grasp all of the obstacles that schools face as they attempt to navigate change in an increasingly digitalized world. The authors don't underestimate the power of habit (confirmation bias) in looking at pedagogical issues from different perspectives. The authors correctly identify the"activity traps" that many professional learning teams fall into because we don't spend enough time reflecting upon the nature or reasons for change in the first place. The book draws upon the work of two other stalwart educational psychologists Dweck and Willingham who have successfully raised many of the issues that the authors explore in depth
February 6, 2016
BEST. BOOK. EVER.
It is written so simply and yet it is so inspiring and educational. The author sprinkles enough humour across the book, which is something you don't see very often in this genre of books. It is an easy-to-read, informational book that will change your teaching practice - permanently. From the first page to the last, you'll be "learning" in the true meaning of the word.
It is written so simply and yet it is so inspiring and educational. The author sprinkles enough humour across the book, which is something you don't see very often in this genre of books. It is an easy-to-read, informational book that will change your teaching practice - permanently. From the first page to the last, you'll be "learning" in the true meaning of the word.
May 10, 2013
Excellent guide!!
November 12, 2013
This is a great book for thinking about PD - and revising it to be about professional LEARNING. An awesome book!
February 15, 2014
Essential reading for anyone involved in school improvement. Katz gets to the heart of matter- we need to get over ourselves to move a system.
February 16, 2015
Pretty good for a professional development book, low on jargon, doesn't condescend, avoids stating the obvious (for the most part). It does leave you with concepts that actually seem useful.
May 30, 2016
Very helpful easy to use concepts! Really made me think about how I handle challenges and how often I really learn! Terrific for leaders at all levels!
November 20, 2021
This is the best professional reading book I have read in a long time. The topic centres around leading and structuring professional learning.
April 16, 2017
If you've ever sat through PL and asked why you're not learning and what you can do about it, this book might have your answers. Good for self awareness, but also for leading from where you sit.
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March 31, 2018Reading for my EL 5320 class! =)
Displaying 1 - 17 of 17 reviews