The teacher designs his or her learning activities. An assumption of this model is that individuals are motivated by being able to select their own learning goals and means for accomplishing those goals. Instructional practices are improved if a colleague or other person observes a teacher's classroom and provides feedback. Having someone else in the classroom to view instruction and provide feedback or reflection also is a powerful way to impact classroom behavior.
Observers also learn as they view their colleagues in action.
The solution might include developing curricula, designing programs, or changing classroom practice. New skills or knowledge may be required and can be attained through reading, discussion, observation, training, and experimentation. Consequently, involvement in the improvement process can result in many new skills, attitudes, and behaviors. The improvement of teachers' thinking should be a critical outcome of any training program. The most effective training programs include exploration of theory, demonstrations of practice, supervised trial of new skills with feedback on performance, and coaching within the workplace.