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Overall, Crow's article highlights that effective professional learning begins long before the content is delivered. Great presenters intentionally create a welcoming, respectful, and engaging environment where participants feel valued, challenged, and motivated to learn. The combination of purposeful delivery, thoughtful facilitation, and authentic relationships transforms professional development into meaningful learning that can lead to lasting changes in instructional practice.

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Thinking about the management side of adult facilitating. We don't want to feel like we're "over managing" their actions, but we still need to be the facilitator.....

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Also your job as a presenter is to be the enthusiasm you want from your audience... like Sharron was saying in our earlier session! Model what you want to see. Even if you have to fake it at first ("If you're tired, fake it!")

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What-why-how for the context of work, give purpose for why we're here. Presentation starts when the first person walks in, be at the door, start establishing relationships first thing.

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The "Like me" exercises seemed like a neat way to avoid someone feeling like they don't belong.

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I like how they said adults need to be part of their learning - not just instructed to but actively engaged. Engagement is when our brains are able to make meaning

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Found this perspective interesting! “If you want the group to perceive that you have credibility, you can increase that perception from them by doing something as simple as standing still as opposed to taking a step”

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One take-away from the article I had is that using humor is a great way to get people to engage in the presntation.

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"In the first 5 minutes, we need to establish credibility, rapport, the what-why-how for the context of the work, and give purpose to why we're here." As a learner, this is exactly what I want to know coming into a meeting.

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There are so many things to keep in mind even when just setting up a meeting within the first 5 minutes. Tone of voice, body language, use of humor, etc. It is wild how much people can gather from just that short time.

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Just like students, adults also loose focus when sitting too long. It is important to also include movement to increase attention. In addition, rather than ignoring participants' reluctance, presenters should acknowledge it respectfully and explain why the learning is valuable. This helps reduce defensiveness and increases willingness to participate which I would not know how to do. This takes a lot of courage.

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Movement! When I see my students glaze over, I have them get up and do some cross body movement. I really get how we stop learning when we are just in one position listening for so long!

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It is really important how we present ourselves to our participants. How we present ourselves can help participants feel more comfortable in the meeting.

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"We do not learn from experience, we learn from reflecting on experience." Whew! How often are these opportunities for reflection provided during and AFTER a PD?

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I appreciated the acronym "BECAUSE" for establishing context.

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"This is one area where kids are different in their learning than adults -- they don't have to be uncomfortable to learn."\

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Adults need to be comfortable w/ being uncomfortable to learn, whereas students do not need to be uncomfortable to learn