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Teachers are motivated when it applies to their lives/classrooms and is engaging. Students are motivated when the topic is interesting, they are interactive with each other, and getting feedback/results from their hard work.

Creating PDs that are truly motivating and excited will require thorough planning. You want teachers involved, retaining information, and using the information they learned.

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RSA ANIMATE: Drive: The surprising truth about what motivates us

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How to motivate young students in the classroom?

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How to motivate young students in the classroom?

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Incentives are a huge motivator in my classroom. We have the typical treasure box and school wide “Bamboo Bucks” that they can save to “buy” items from the school store. These motivators work great for the school, but I have found a fantastic motivator. “Freedom” and “Time” If a student does a great job on whatever we are doing-written work, partner work, centers, whole group, etc.- then I will let them pick a friend to take 5-10 minutes to do ANY game/center/activity in the classroom. They love this because they are in control of what they are rewarded with and who they work with during that time. The bonus is 9/10 times they pick something very educational, so they are practicing vital academic skills.

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As teachers we know how to motivate and engage learners in our lessons and forget about ourselves. When a PD is even mentioned at my school you can hear the complaints from a MILE away. Why? Because we do not take the time to create/attend meaningful PDs that are engaging and rewarding. Allowing collaboration throughout the PD is vital. No one wants to sit and listen to a PD that sounds like a lecture. This is the format for many PDs at my school. Why do we ignore all the knowledge about creating an engaging environment when it applies to adults? We both learn differently (students and adults), but we are all motivated and engaged by something. People who plan PDs need to take this in to account when they are planning the PD.

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How does this apply to my DTTP Professional Developments?

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How does this apply to my DTTP Professional Developments?

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Their choice starts with which PD they select to enhance their skills/technology understanding. Teachers like to know “why” we are doing this/what are the benefits. When they select the PD they are already answering the “why” and will be more included to learn and participate. Teachers also like incentives that can support/enhance their classroom. I think taking a poll of “needed classroom items” will be beneficial, so prizes can be given out through the PDs. Since the items will be things they truly need, they will be more inclined to learn and participate the entire PD.

The PDs I am creating will have 3 levels (beginner, intermediate, and advanced), so the teachers will be able to learn at their own level. (Just like we differentiate for learners in our classroom). They will be able to collaborate and share different tools that have after they create their PLN. They will not just be “attending a PD,” they will leave with actul tools, resources, and ideas to incorporate into their lessons. They will also have planning time and exploring time with the tools, so they can effectively use the tools to enhance their lessons.

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Knowle’s Theory of Adult Learning and my DTTP

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Knowle’s Theory of Adult Learning and my DTTP

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1.    Adults are internally motivated and self-directed

o   My DTTP will provide information/tools needed and then give teachers time to use the tools/information in ways that will benefit and support their lessons. I will be there to provide support as needed when they encounter a problem.

2.    Adults bring life experiences and knowledge to learning experiences

o   Sharing their PLNs will help connect everyone’s learning experiences and knowledge. The school will be collaborating and sharing and build strong school connections.

3.    Adults are goal oriented

o   The PDs they attend will be very specific to what they want to learn and accomplish. They will be selecting the PDs they attend, so they will be able to meet their technology goals.

4.    Adults are relevancy oriented

o   They will be able to research and find tools that apply to what they are teaching and then plug these tools into their lessons. All PD sessions will have planning time, so it is relevant to their teaching and classroom.

5.    Adults are practical

o   Teachers will be given tool and explain why it will be beneficial to use in their classroom. They will also have time to learn the tool, so they feel comfortable using it in the classroom.

6.    Adult learners like to be respected

o   I will always offer a time to provide feedback, so I can change and modify the PD to meet their needs. When teachers feel heard, they are more inclined to participate and learn.

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Ahmad, S. Z., & Ahmad, S. Z. (2017, April 26). Successful People do not rely on Motivation. Retrieved from https://fityourself.club/successful-people-do-not-rely-on-motivation-c72ce5cb956e

Darlo. (2018, January 11). Malcolm Knowles' 6 Adult Learning Principles. Retrieved from https://darlo.com/news/malcolm-knowles/
Pappas, C. (2018, July 30). The Adult Learning Theory - Andragogy - of Malcolm Knowles. Retrieved from https://elearningindustry.com/the-adult-learning-theory-andragogy-of-malcolm-knowles

RSA(2010, April 01). Retrieved March 09, 2019, from https://youtu.be/u6XAPnuFjJc