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The RSA. (2010). RSA ANIMATE: Drive: the surprising truth about what motivates us. theRSAorg. Retrieved from https://www.youtube.com/watch?v=u6XAPnuFjJc&feature=youtu.be

TNTP. (2015) The mirage: confronting the hard truth about our quest for teacher development. TNTP. Retrieved from https://tntp.org/publications/view/evaluation-and-development/the-mirage-confronting-the-truth-about-our-quest-for-teacher-development

Work, J. (2014). 5 tips to help teachers who struggle with technology. George Lucas Educational Foundation. Retrieved from https://www.edutopia.org/

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Through learning about Knowles theory based on Andragogy, I have connected his 6 Principle theory of adult learning to my DTTP. Below expresses each principle in it’s connection to my DTTP.

Need to know

Each workshop that is presented in my DTTP will give a clear purpose of the day's work. Participants will fully understand the reason as to why they are participating in the workshop and the benefits they will gain from attending.

Experience

Each workshop presented in my DTTP shares  prerequisite knowledge requirements that teachers should have before attending. Participants should have basic technology skills and have used technology with students. Each workshop builds  from one another making it a prerequisite requirement for each session. Having the prior knowledge and experience will guide the participants to feeling successful in meeting the workshops objectives.

Self-Concept

My DTTP is an optional innovative- decision which allows teachers to be responsible for their own learning decision. Early and late adopters will be supported by the DTTP team through their technology journey as they decide to implement full force, or start simple.

Readiness

The workshops that are offered in my DTTP will guide teachers in solving immediate instructional problems. Each workshop will lead teachers to ideas and resources to differentiate instruction in their math and ELA blocks; which is a large need in the Pre-Kindergarten classroom.

Problem Orientation

Specific skills will be taught in my DTTP’s 5 day workshop that teachers will be able to bring back to their classroom immediately. Developing lessons and having the devices to bring back with them to their classroom will help lead teachers to implement the innovation.

Intrinsic Motivation

Making time for the participants to be able to explore different technology tools in an unstructured way may lead participants to take interest in a specific device. Also, allowing an unstructured time for teachers to collaborate with one another will be another way for teachers to be inspired through each other's  ideas.

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There are several steps that I will take to motivate learners in my DTTP workshops. First, sharing examples of real teachers, even fellow co-workers, in action who have implemented the innovation successfully will be the start in building connection and motivation teacher to teacher. Another step that will be taken is providing teachers with the technology tool to keep and use in their actual classroom in support of the innovation and motivation. Teachers being supplied with the technology will be a huge reward and push to move forward. Allowing time for tech exploration and teacher collaboration will engage and motivate teachers. The RSA Animate Video (2010) shares Daniel Pink's idea that the factor of autonomy leads to better performance. Giving teachers the self directed time for exploration and collaboration may keep participants more engaged leading to attraction to the innovation.

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There are many ideas in this weeks content that I found thinking about myself as an adult learner. Adapting instructional strategies to work in my classroom, moving forward with the strategy, and taking time to reflect on its success is a way for me to move forward with an innovation. Work (2014) shares, “ Create a school-wide culture of tech integration and an openness to take risks.  Some lessons will not go as planned-- and that’s great! Reflect and learn from those strategies.” (Make it relevant section para. 2). This year being a Vanguard Teacher, I have arranged my math block to a blended learning approach. An independent station has students watching a video of me reviewing a particular skill and sharing with them hands-on materials they will use to be successful during the station. This did not go as planned in the beginning, however, being sure to take time to reflect and not give up has guided the practice to be a regular routine and successful for students.

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Ss in @MeghanPreK class use iPads to watch a video of her explaining their independent constructing sets activity #proudtobeahusky

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Ss in @MeghanPreK class use iPads to watch a video of her explaining their independent constructing sets activity #proudtobeahusky https://t.co/Z9j1hatQOO

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Ss in @MeghanPreK class use iPads to watch a video of her explaining their independent constructing sets activity #proudtobeahusky pic.twitter.com/Z9j1hatQOO
— Michele Baisey (@MBaiseyFCPS) October 24, 2017

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Ss in @MeghanPreK class use iPads to watch a video of her explaining their independent constructing sets activity #proudtobeahusky https://t.co/Z9j1hatQOO

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Ss in @MeghanPreK class use iPads to watch a video of her explaining their independent constructing sets activity #proudtobeahusky https://t.co/Z9j1hatQOO

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Ss in @MeghanPreK class use iPads to watch a video of her explaining their independent constructing sets activity #proudtobeahusky

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This week, I found The Mirage Report very interesting. A recommendation that TNTP shares states, “Creating meaningful rewards and consequences can send a clear message that the improvement should be a top priority.” (Recommendations section para.9). This is a great point in thinking about motivating teachers in professional development. In my teaching experience, if I do not connect, or am no in a sense  pushed or persuaded in some way to implement professional learning strategies, it can be easily forgotten in the mix of teaching. My school is a SIOP (Sheltered Instruction Observation Protocol)  school which ultimately reflects good teaching practices. SIOP team members visit classrooms to rate SIOP strategies being implemented in all classrooms. The observer leaves the teacher with 2 stars and a wish feedback form. As staff attends professional developments on the topic, we are held accountable for implementation, keeping most staff members motivated.