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Pappas, C. (2013). The Adult Learning Theory Andragogy. Retrieved from https://elearningindustry.com/the-adult-learning-theory-andragogy-of-malcolm-knowles

Australian Catholic University. (2015). Knowles' Six Principles of Adult Learning. Retrieved from http://www.acu.edu.au/staff/our_university/faculties/faculty_of_health_sciences/professional_practice_resources_for_supervisors/interprofessional_resource_library/Facilitating_Learning/knowles_principles

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Similar to children, adults' willingness to learn and attend workshops should come from within.  Money or other incentives should not influence an adult's decision to be at a workshop.  Adults should want to attend trainings to better themselves as individuals and show a genuine interest.

In the DTTP, the workshops will be engaging and encourage teachers to want to attend. For example, the workshop for authentic assessments would integrate game-based assessments like Kahoot. Since adults are competitive by nature this program would not only engage them and pique their interests but model how to use an alternative assessment.

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Similar to principle number 4, workshops need to be targeted on a specific topic or skill.  An overview or training that is too broad will not help adults.

This principle applies to my DTTP in that each workshop is focused on a specific topic, ranging from Smart Boards for whole group instruction, iPads for centers, or authentic assessments. These topics will also have a more narrower focus for each day; in other words a target goal.

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Adults want to attend trainings to solve an immediate problem they may have in their job.  If a workshop does not help adults resolve an issue, the adult will less likely be motivated to attend.

After surveying and discussing the curriculum pacing guides with teachers, I will align my DTTP so that it falls on a timeline that helps teachers with their instruction. The beginning of the year is critical since these skills in the workshop will be applicable throughout the year.

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The Adult Learning Theory - Andragogy - of Malcolm Knowles

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Are you interested in Adult Learning Theory? Check the The Adult Learning Theory - Andragogy - of Malcolm Knowles to find out more.

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Adults take responsibility for their learning decisions and self-directed.  Adults need to feel welcomed and involved in the learning process.  Lecturing and showing adults information is not providing them with engaging learning opportunities nor is it allowing them to evaluate their learning in the process.

Workshops will be more focused on collaborative learning. Adults can reflect on their own actions and discuss with others how to enhance their instruction for the future. The DTTP will provide modeling but also be open to sharing ideas.

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Adults have an abundant knowledge from experience, thus presenters need to gain an understanding of the audience's experience.  Perhaps a survey or general share-aloud can help. Instead of throwing information and facts from the start of a workshop, adults should be able to share what they know so that they can build upon that knowledge.

The DTTP's initial plan began with a survey sent to all staff in the district. The survey collected data on teachers' attitudes toward technology. During the workshop, teachers will also be able to voice their experience at the start of each day.

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Adults need to know why they are taking a workshop or professional development class.  An objective or purpose should be stated before a workshop begins.

In my DTTP, teachers will be provided with an objective for each workshop. For example, you will learn how to use specific iPad applications to enhance ELA/Math centers. The DTTP workshops will be focused and goal oriented.

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Teaching and Learning Consulting Network, LLC

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The work of Malcolm Knowles provides us with valuable insights into the characteristics and needs of adult learners. While we are more familiar with Pedagogy as it relates to teaching and...