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Explore the posts below about the six assumptions about Knowles's theory. The question found at the end of each rationale is meant to guide planning of professional development. The assumptions have been grouped with Pink's identified factors according to my judgement, but may be related to more than one factor of motivation (The RSA, 2010).

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Finlay, J. (2010, May 17). Andragogy (adult learning). [Video]. Retrieved from https://www.youtube.com/watch?v=vLoPiHUZbEw&feature=youtu.be

Pappas, C. (2013, May 9). The adult learning theory – andragogy – of Malcolm Knowles. [Blog]. Retrieved from https://elearningindustry.com/the-adult-learning-theory-andragogy-of-malcolm-knowles

Prather, L. (2015, November 12). Professional development and adult learning theory. Center for Teaching Quality. [Blog]. Retrieved from https://www.teachingquality.org/professional-development-and-adult-learning-theory/

The RSA. (2010, April 1). RSA ANIMATE: Drive: The surprising truth about what motivates us. [video]. Retrieved from https://www.youtube.com/watch?v=u6XAPnuFjJc&feature=youtu.be

Toister, J. (2014, September 23). Introduction to Malcolm Knowles’s andragogy theory. [Video].  Retrieved from https://www.lynda.com/Higher-Education-tutorials/Introduction-Malcolm-Knowless-andragogy-theory/170070/193558-4.html

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Educators must be ready today for today’s students. Some teachers may like to spend time thinking about remote possibilities, but the majority of teachers are concerned about what they can accomplish in the immediate future. Professional development should focus on what can be done with currently available resources.

What is needed for this be put into practice immediately?

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Educators are adults with memories and pre-established skills. Presenters and facilitators should access the knowledge of participants in order to improve professional development with real-world events and make activities more relatable to participants. The experience possessed by participants must be valued so participants can take ownership in activities and results.

How does content relate to participants’ prior experiences?

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Professionals are motivated to achieve when they understand why they are undertaking a task (The RSA, 2010).

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Educators’ time is valuable. Activities will not be valued unless they are perceived as necessary. Purpose must be established and accepted for any professional development activity.

Why is this necessary and beneficial?

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Educators want what is best for their students. Classroom practices are constantly under review and revision. Professional development should address current needs in current classrooms.

Will this correct or improve learning outcomes?

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Professionals are driven to improve themselves, and are more motivated when the value of activities promises to improve practice (The RSA, 2010).

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Educators are professionals who have arrived at their current standing through hard work. Development activities should be designed so teachers desire to participate.

Will educators want to engage in these activities?

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Educators are professionals with the ability to guide themselves. Developers and facilitators of professional development for educators should acknowledge the natural tendency for participants to desire self-improvement. It is beneficial to allow teachers to manage application possibilities in their own practice.

How can educators use this to improve classroom results?

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Professionals prefer to be allowed to direct their own growth and development and are more motivated when allowed to do so (The RSA, 2010).

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Knowles's Theory and Professional Development:

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Knowles's Theory and Professional Development:

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It is important to consider the needs of adult learners and to be careful not to equate adult learners to students in K-12 classrooms. Teachers are professionals with experiences and skills that have been developed over time—it may be considered insulting to approach such professionals in a way equivalent to how they approach students under the age of eighteen. Leaders of teacher professional development must approach teachers with consideration to elements of teaching adults so participants are motivated to participate, embrace, and apply new skills covered in professional development sessions.

Malcolm Knowles’ adult learning theory has been developed from ideas and theories on learning, and has continued to mature and develop itself (Finlay, 2010). Four principles have been established as part of Knowles’ theory guide educators in how to reach adult learners in a way which motivates adults to develop new skills and proficiencies (Cappas, 2013; Prather, 2015). Six assumptions about adult learners can guide leaders to develop opportunities teachers want to participate in (Toister, 2014).

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How can I apply this principle to the classroom?

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How can I apply this principle to the classroom?

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Today’s technology develops quickly. Tools I find innovative and useful today may have a superior option I am unaware of or will be developed soon. As a 21st Century educator, I must be flexible and adaptive to innovations and willing to incorporate them for the betterment of my students.

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My resonating idea comes from more than one aspect of the TNTP Mirage Report. First, I really like the panel’s comments on professional development being a process that must grow and evolve. I believe the essence of instructional technology is focused on the fact that technology is constantly evolving, and therefore the use of technology in instruction is constantly evolving. Professional development will need to keep evolving, too, because the development offered this year may be obsolete next year-regardless of how useful it was at first.

Following that thought: how can professional development include strategies for providing remedial training for teachers who arrive after the professional development has been completed—without wasting the time of others who have already participated?

This interests me because it relates to my experience. My colleagues and I are required to complete “sit’n’get” training on the same topics year after year and sometimes more than once in a year. These sessions are a waste of my time, and I am afterward discouraged to spend more time on voluntary trainings because I feel too much has already been squandered. I would appreciate a more dynamic professional development model that would adapt to the evolving nature of the educational system.