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When reading about edcamps at first I had no idea what they were. After researching more using the edcamp website I found it really beneficial to teachers. A section that really stuck out to me was when they discussed how "teacher to teacher learning is an effective way to practice" (Edcamp, n.d). I thought back to when I was in college. I found my classes at the community college level not having very much experience in elementary or middle schools. While at Towson I was being taught by teachers who had been in classrooms in elementary and middle schools. I felt as though they had so much experience and could teach me on a common ground. Also, it is allowing teachers to create a network that they can build off of in the future. Therefore, this really resonated with me because I feel as though many teachers would prefer these types of professional learning opportunities.

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I thought that this idea should be used way more often! The website explained that these are all people who want to be there. I think the problem sometimes with trainings are that we as teachers are almost forced to attend. These allow for everyone to pick what suits them which makes the programs more fun. For example, I just joined a new gym. There are multiple people who are extremely friendly and make the experience really fun. Therefore, I am more excited to attend the gym classes. This is really similar to these camps it will make PD more exciting and fun to actually attend.

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According to the readings, learning is most valuable when participants can build on their existing knowledge of a topic (Toister, 2014). At my school, my administration team picks which type of PD we participate in. Whether it is needed or not I think that this PD becomes more of a waste of time then rather than a learning opportunity. This year, it was decided that we would identify things that we wanted to have PD on. Then, it was discussed how this would be broken down to meet the needs of the teachers who are beginners, average or advanced. This I believe is a really effective way because we can then build on what we already know about a topic such as technology and go from there.

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When creating my DTTP I took the different levels of learners into account when creating my workshops. As I was creating my DTTP I also took into account what teachers would be able to use right away in their classroom. During PD I believe that teachers really enjoy learning about tools that they can take back into their classrooms and use immediately. This also works well with Pinks' breakdown of motivation being autonomy, mastery and making a contribution. Once given something like my DTTP I think teachers will strive for mastery and then make contributions to their own classrooms.

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In Maryland, we use specific standards in order for students to become proficient in them, they need to show understanding of the specific topic. In the classroom, I know that when I teach a specific concept it is my job to show students multiple ways to obtain this goal or understanding. One part that I learned last year during small group math was having students show me what they ALREADY know before giving them any instructions. This also allows for me to learn a lot about different students and how they think about different math concepts. For example, in first grade we learn about ways to make different numbers. Some students will start with 1 + 8 = 9 and work up from there while other students will work from 8 + 1 = 9 and work down. I think this creates a learning environment where teachers and students collaborate together.

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This part of the theory is where teachers need to engage and understand the purpose of the professional development that they are taking part in. During my DTTP after I plan on presenting the objective or goal that each teacher should accomplish by the end of our session.

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Knowle's Theory on experience is that teachers should be able to build on their previous experiences and be able to engage learners. During my DTTP survey I asked my teachers to explain what they would like to learn about technology, and where they felt as though they wanted to learn more. Therefore, that is able to drive my course in order to keep my learners interested.

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When learners are acquiring new understandings, motivation increases when they are responsible for their own learning (Toister, 2014). During my courses, I think that it would be the best to allow my learners to pick where they should start, that way learners become more motivated to learn. I am imagining breaking into small groups in order to allow for my learners to take control of their own learning.

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This theory states that learners work best when there is an immediate problem that needs to be solved. I think that at my school there are many people who do not understand how to use technology. Therefore, creating my DTTP around technology comes at the perfect time.

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This is aligned to the fact that learners need to acquire a specific skill. Each of my workshops are going to be aligned to a specific standard in order to have learners be able to use what is learned and bring it back to their classroom.

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Learners are most of the time motivated when rewards are intrinsic. During my courses the participants will be able to show off what they create to the class. This will allow participants to feel a sense of positive reinforcement or a reward when completing the specific skills in my courses.

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Edcamp. (n.d). Retrieved from https://www.edcamp.org/

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