Part One: Exploring the Idea of Breakthroughs

Bringing a community of teachers together to share stories of their practice.

Community members conversing in front of an open church

Activity One

  • Invite teachers to make a list of teaching breakthroughs that come to mind.
  • Share in small groups.
  • Ask teachers to select one from their list and consider these questions:

  • Write for 3-4 minutes about the selected breakthrough.
  • Invite a few volunteers to read to the whole group and ask an open-ended question such as, “What do we notice about breakthroughs?"

Activity Two

  • Read a story in common or several excerpts from stories about teaching breakthroughs. One possible resource is the Bay Area Writing Project website.
  • Ask teachers to answer this question: “What makes a breakthrough a breakthrough?
  • Share responses on a Google doc or by other means. Below are sample responses BAWP teachers gave when they participated in this activity.

Ideas about Breakthroughs...

  1. A breakthrough reflects on a “first” or a “reset” or an unexpected insight in a metacognitive way—there is a new way of seeing something or a chance to reframe something and the narrative perspective is ready to give that shift meaning.
  2. A breakthrough is a teacher realization that shifts and shapes future practice for years to come.
  3. A breakthrough is a shift in someone’s perception or mindset. It can be big or small, but creates a clearer sense of purpose.
  4. An epiphany; a moment that leads to growth; an insight; a sudden and exhilarating leap forward
  5. A breakthrough can be something you’ve done for years that suddenly doesn’t work anymore. When teachers have breakthroughs, so do students. A breakthrough is a lot of things—a discovery, an insight, a transformation.
  6. An idea that changes our thinking and, as a result, how we act and see the world.
  7. A breakthrough can be a realization about what does—or does not—have meaning for students.
  8. Gaining a deeper understanding about why something “works” or perhaps “doesn’t work” & responding to this insight by shifting one’s actions or practice.
  9. A moment of clarity that leads to some new understanding or action.  It’s a slightly new way of seeing the world. It comes as a result of some sustained experience that needed attention.
  10. A new kind of meaning-making for the students, teacher, and often both, with a challenge/dilemma as a catalyst
  11. A fundamental shift in the way one views the world or the way they approach teaching