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"Pink argues that people intrinsically want to do things that matter" (Reily, n.d.)

Most teachers don't teach for the money and the fame. We teach to make a difference, by providing students more options to grow and become digital citizens of the future should encourage teachers to WANT to learn what's in a particular training.

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"Pink describes mastery as the desire to continually improve at something that matters" (Reily, n.d.)

By encouraging staff to try something new, but not overwhelm them with new tasks or new processes they will enjoy "getting better at stuff" (Reily, n.d.)

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By allowing staff to be self driven within a training, will provide them with to option learn what they feel necessary during a training.

Encouraging group work, and letting staff pick their groups in turn creates greater strides in work completion and new ideas.

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Include aspects of how your ideas on motivating participants converge with your understanding of how adults learn and keys to change

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Include aspects of how your ideas on motivating participants converge with your understanding of how adults learn and keys to change

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By increasing intrinsic motivation with giving staff the choices of what to be trained on will help increase their intrinsic motivation.

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"Adults learn best when content is problem orientations vs content oriented" (Toister, 2014). I can see creating training's around a task or challenge that needs to be completed by the end of a day, and weaving technological content into the training instead of a sit and listen platform.

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Readiness is helpful when teaching "how to solve an immediate problem" (Toister, 2014). For example: in my training's I will make sure within the survey on the first day, asking what is the top problem teachers want help with. Although in my district plan I can assume and write training's to what I see is needed, if that is not what teachers actually need or wanted from a training I would modify specific parts of the training so the participants felt it was worth their time.

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By having the "adults be self driven within their training's" (Toister, 2014) will allow a more powerful learning experience. I will give staff multiple options throughout the training to help them discover what will help them best in their day to day jobs. By providing options, staff will be more inclined to self discover what they need the most.

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At the beginning of each training session I would take a survey to measure teachers experience with using technology in the classroom. By surveying teachers, and understanding their experience, I can better tailor training to what teachers could use.

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Why?

I plan to use this by communicating objectives.  Why do teachers need to know this information? But, I'd also like to ask my objectives at the start of class in the form of a question to encourage discussion and let teachers explain why they need to know this, instead of telling them why.

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In 6 easy steps:

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The reason this struck a chord with me is that, the entire year, every professional development session I had to sit through was on cultural relevancy.  While I do think many teachers at my school could be more culturally sensitive, this is not training I felt I needed.  When asked to lead a professional development on technology through staff meetings there was "not enough time."

As stated in The Mirage report, <50% of staff's satisfaction with professional development quoted "is a good use of my time" and
drives <55% stated it "drove a lasting improvement to my instructional practice"

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Personally, it seemed a little frustrating. All of the PD I do as a teacher is forced, rarely is any of the sessions chosen. I could see that if our professional training sessions were self directed, or surrounded around topics that I feel I could use, I would be more engaged to participate and listen.

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After learning through this video about motivation, what surprised me the most was that if we as leaders want engagement, self directed is better.

How do we as teachers create engagement through self directed trainings?

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RSA ANIMATE: Drive: The surprising truth about what motivates us