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Crawford, S. R. (n.d.). Andragogy. Retrieved from http://academic.regis.edu/ed205/knowles.pdf

Knowles, M. (1984). Andragogy in action. San Francisco, CA: Jossey-Bass

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For all types oflearners, this speaks of the reason of the need to learn this new information. When conducting my training, learners will be given this purpose at the beginning of the course. The purpose may align with teachers goals but the main purpose is to increase student learning. But as we focus on that, the second goal is to alleviate some of the stress of an instructor by making their job easier through the implementation of the technology or innovation.

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This talks about how learners need to be internally motivated to work and learn effectively. For teachers this could be student achievement, personal goals, mastery and various other reasons. Though the result is the same, when training aligns with a learners goal, they tend to be immensely receptive to the professional development.

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This allows a training to fill the solution for a problem. By demonstrating to learners what problems can be solved with this implementation, learners are more likely to engage in the training knowing it can solve a issue or concern of theirs.

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Timing is everything and presenting the appropriate training in a time of need can lead to higher levels of success amongst the topic. The training will be lead at the time it is needed most. If the training is intended to increase testing scores amongst student, then it will be presented in timely fashion before the next standardized test so teachers can have time to implement it accordingly in the classroom.

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This elaborates of how learners like to be in control of their own education. This personalizes education and creates a level of motivation. Throughout my training, I would like to give multiple pathways to the same outcome.

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This speaks of using learners' prior knowledge and experiences as a bridge to the training. This is extremely important because when training can be linked to a previous experience whether positive or negative, it can lead to a better memory and a increased interest in the training. I would like to use the experience of prior technology training to shape the my instruction. I feel I can accomplish this through a brief survey at the introduction of the training.

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"Adults come into educational activity with both a greater volume and a different quality of experience from youths" (Crawford, n.d.).

When planning PDs for adults, I must keep in mind that they come to the PDs with experience and a lot of knowledge. I will have to ensure that the activities planned provide opportunities for adults to share their personal experiences and exchange knowledge with their colleagues. This could occur in the form of group background knowledge activities, turn-and-talks, case-studies and icebreakers.

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The idea of Intrinsic Motivation really allowed me to look back at all the trainings I've ever attended and find what my goal was for attending. You will be surprised how many PDs have had no alignment with your personal goals or goals as a educator. Knowing that makes me wonder how we truly gauge a professional development as successful. Even though they all come with learning goals, if it is not showing us how to support our instruction for our students, is it truly worth it?

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How can this be applied in the classroom?

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How can this be applied in the classroom?

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Being a educator, we understand that our students have to be motivated for learning to be appreciated and focused on. When the right goal is set for students, whether it be a pizza party or fun day, or for other students the satisfactory of getting good grades and mastering the content, the attention to detail from students rise tremendously. This allows education to truly be receptive.

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My final thoughts on the discussion and module for Week 4.