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Adults Crave Relevant, Meaningful, Self Guided Collaboration and Input

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Adults Crave Relevant, Meaningful, Self Guided Collaboration and Input

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Arghode, V., Brieger, E. W., & McLean, G. N. (2017). Adult learning theories: Implications  for online instruction. European Journal of Training and Development, 41(7), 593-609.

Bandura A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychol Rev, 84, 191–215.

Jones, W. M., & Dexter, S. (2014). How teachers learn: The roles of formal, informal, and independent learning. Educational Technology, Research and Development, 62(3), 367-384.

Knowles, M.S. (1980). The Modern Practice of Adult Education: From Pedagogy to Andragogy. New York, NY: Cambridge Books.

Terehoff, Irina I. (2002). Elements of adult learning in teacher professional development.  National Association of Secondary School Principals.NASSP Bulletin, 86(632), 65-77.

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Revision 1: Get teacher input. Send out a Google Form Survey to gather information about teacher’s previous experience with implementing See Saw in their instruction, and to learn about their preferences when it comes to Professional Development delivery. This survey would also ask if there are any teachers that would like to be available to assist other teachers during the PD.

Revision 2: Provide Choice and make learning relevant. Use the survey information, along with research that supports these technology tools to begin a See Saw PD Classroom with several articles and videos linked that support use of these tools for differentiation. Teachers will choose an article or video to view prior to the first professional development day. There will be articles and videos that support the use of each tool in all content areas so that teachers can choose an article that is relevant to their teaching position.
Revision 3: Social Interaction and Collaboration. Either electronically, or at the opening of the PD day, teachers will discuss what they learned about See Saw from reading the articles and share at least one way their reading connected to a professional development goal that they have by creating a See Saw post, and sharing it with their peers. They may choose to create a video, type their response, post a picture representation, use a Meme, or draw their answers. Then teachers will go in and respond to each other’s post.

Revision 4: Provide Choice, meet teachers' needs, and goal setting. On their choice of professional development days, the Presenter will provide professional development to model the use of See Saw at the basic level for teachers who have little or no experience with Seesaw. This will be a completely optional session. The presenter will walk teachers through how to set up their classrooms, where they can find video tutorials, activities, link in quizzes, assignments, and connect with parents. In the higher level courses, teachers will choose to learn about creating assignments on Seesaw, app smashing, using Seesaw for assessments and differentiation, or another topic based on the survey results. For fun, and to get to know the programs better, they will work in teams to locate two higher level thinking activities for their students. This will allow them to explore and become familiar with the program in a fun and interactive way.
Revision 5: Program Evaluation.Teachers will provide feedback on each of the professional development courses provided, and describe how they will use what they have learned in the classroom by setting a personalized goal based on the use of Seesaw in their classroom.

Revision 6: Ongoing learning and networking. Our school will hold monthly grade level check-ins with their PLC and share out ideas and new ways to implement the programs, and also problem solve any challenges teachers have come across. This can be in the form of teachers sharing their projects to the PD Seesaw classroom, tweeting about their projects using our schools Twitter hashtag, or even incorporating the sharing of teacher success during our monthly faculty meeting celebrations. Teachers will also have the ability to sign up for a time to have the Instructional Technology Support person come into their classroom to model a lesson, or watch them and give non-evaluative feedback.

Revision 7: Add opportunities for Application, Collaboration, and Assessment.Teachers will then work collaboratively with their PLC teams to create an activity using See Saw, implement it within their classroom, and then present or share it electronically with the staff. The staff will vote on the best projects, and each month the winners will have their project highlighted on the school website.

At the end of the year, teachers will reflect on their progress using the Competency Based Rubric below.

4- Use of See Saw to differentiate and communicate has become part of the teacher’s weekly routine.

3- The teacher has implemented at least 3 differentiated activities using See Saw

2- The teacher has implemented 2 or fewer differentiated activities using See Saw

1- The teacher has not attempted to implement See Saw in the classroom.

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Alignment of the Revised Plan to Knowles' Six Principles of Adult Learning and Other Research

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Alignment of the Revised Plan to Knowles' Six Principles of Adult Learning and Other Research

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According to Knowles (1980) as cited by Arghode, Brieger, and McLean (2017), adult Learning Theory, also known as Andragogy, adults learn best in problem based scenarios in which learning is relevant, practical, and the learner feels respected. Learning should be more of a partnership. By gathering teacher input and using this information to plan the PD instruction, I can make the PD more relevant and practical for teachers. Terehoff, Irina I. (2002) says that by including teachers in the design process and implementation of the PD, and then asking them to evaluate their learning experiences, school leaders can improve the professional development. Also, by including articles for multiple content areas, the reading will be made more relevant to teachers and what they teach. Allowing teachers to choose which tool they would like to learn more about, choose their teams, their project, and the PD, supports what Androgogy says about providing adult learners with choice and voice as well as meeting teachers' needs and interests (Knowles, 1980).
According to Terehoff, Irina I. (2002), new experiences are more meaningful when they are connected to past and current experiences. By keeping the PD ongoing, teachers will be able to apply what they have learned about Seesaw to their past and current experiences in the classroom.

According to Arghode, Brieger, and McLean (2017), adults are also self-motivated and goal oriented. The revised professional development model is goal oriented, as they are focused around setting SMART goals, implementing Seesaw in new ways, and reflecting on their progress and success with fellow teachers. By being a part of an ongoing PLC through the See Saw Classroom, where everyone is working together to meet a common goal, all teacher input and self-guided research becomes a valuable learning experience. According to Jones, W. M., & Dexter, S. (2014), PLCs provide a structured time during which teachers can share, collaborate, and conduct authentic research together. This makes learning relevant because learning is self-guided, authentically motivated, and teachers are learning from professionals that do the same job they do, instead of from corporate people who are promoting a product, or instructional coaches who may be out of touch with real life teaching challenges. While guidance from instructional coaches is very valuable at first, the goal is for learners to move from dependent to independent and self-directed learners (Arghode, Brieger, & McLean, 2017).

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Analysis of Current Professional Development Plan

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Analysis of Current Professional Development Plan

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Seesaw is an excellent tool for classrooms. However, this PD does not keep Knowles' principles of adult learning in mind, and lacked goal setting or a clear objective. According to Knowles (1980), adult learners are self guided and they are motivated to learn based on their current needs and interest. He also says that adult learners will be more engaged if they have some input and choice in their learning. The current PD plan does not incorporate teacher input and it does not account for the teachers' previous experience using Seesaw. An easy way to remedy this would be to send out a teacher survey to collect input on their interest and experience with different ways to implement Seesaw in the classroom. There may be teacher who are already very familiar with Seesaw, and there may be teachers who have had no experience with Seesaw at all. According to Terehoff, Irina I. (2002), it is best to meet adult learners at their current level in order to connect what they know to what they don't yet know.
Knowles (1980) suggest that there should be a variety of subgroups during PD in order to allow adult learners to share their diverse experiences, knowledge, perspectives, and ideas. Adult learners like to have their previous experiences and knowledge recognized. According to Social Learning Theory, now more commonly known as Social Cognitive Theory, people learn from observing and analyzing the actions of someone else along with the positive or negative consequences that followed their actions (Bandera, A., 1977). The current PD plan does not seem include any opportunities for grouping. It is more of a sit and listen situation that leaves little time for experiencing and really learning the programs features and unique ways to implement it.
Knowles principles for adult learning basically indicate that adult learners like to be included on every aspect of the PD. They want choice, they want their new learning to meaningful and aligned to their current level of expertise, they want to be involved in the design process, the goal setting, and the evaluation process. Adults also learn better in situations where they are problem solving because it makes the learning more relevant (Terehoff, Irina, 2002). By having teachers work together to create an assignment, engagement and relevance could be increased.
The current PD provides different levels of PD and allows teachers to choose the level they feel they need, however, it does allow for teacher input on topics related to Seesaw, or a clear definition of what the different levels indicate when it comes to using Seesaw.
This PD plan did not state whether there would be any form of application of the program built in, or evaluative feedback. There were slides and videos, but no interactive piece other than setting up the classroom, which many teachers have already done. Without teacher input, goal setting, or ongoing application of the program, teachers may not be encouraged to follow though on implementation, which is what happened with many teachers this year.

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Current School/ District Professional Development Plan For Implementation of Seesaw

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Current School/ District Professional Development Plan For Implementation of Seesaw

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Currently, my school and district are promoting the use of Seesaw in every elementary classroom. They have required professional development on Seesaw at the beginning of the school year, and after a faculty meeting four times this year. The PD provided was entry level usage of See Saw and did not account for teachers who are already proficient in using Seesaw. Throughout the year, the principal tracks teacher usage of Seesaw and sends out an email to recognize the top 5 teachers utilizing See Saw each week.
During next year's teacher professional development week, the technology department is planning to offer more PD on See Saw, along with Google Classroom, and SMART. They have planned for sit in sessions, in which the teachers get to choose level 1, level 2, or level 3 courses based on their experience with the programs. Teachers will watch a presentation by the tech specialist on how to use the tools and be sent a copy of the slideshow. Then teachers will have time to set up their classrooms. Depending on whether they chose level 1, 2, or 3, teachers will either be setting up their classroom and learning basic features, locating assignments using the assignment tool, or trying out some "App smashing."

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See Saw Professional Development Survey for Teachers

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See Saw Professional Development Survey for Teachers

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https://forms.gle/wNQ7nhyxMjfTjadT9