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If working with a group, I have a playlist of complete with directions that teachers can follow. This lets me work with people that need the most 1 on 1 help like getting logged in without the whole group sitting waiting for everyone to get to the same spot.

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I make sure that teachers are able to participate and have activities to do throughout the session to maintain engagement.

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Some kind of opening or intro to grab their attention (maybe a poll question or padlet or something like that to engage them.)

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Some kind of opening or intro to grab their attention (maybe a poll question or padlet or something like that to engage them.)

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Using Nearpod or a similar tool allows the presenter to pace the presentation and add in multiple engagement activities so that attendees don't jump ahead and so that they have to tune in for the activities spread through out.

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Try to group participants by skill level to provide differentiated PD

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Sometimes surveying the audience before you jump into a PD session on they general knowledge of the topic. You may be able to personalize their needs further with results of your audience.

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Having teachers set an intention after our outcomes helps with engagement and setting a purpose for why this PD matters and can help increase student engagement and overall retention. We then revisit their intentions and tie it back to the overall goal of the PD.

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I have all of my slides and website tabs open in advance so there is very little time lost switching displays. I also have materials and manipulatives ready to go so that the audience doesn't have much down-time to get distracted or off-task.

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Giving participants an opportunity to talk with an elbow partner about the topic and then share out with the whole group helps to ground the thinking but also acknowledge the experience of those in the room. I usually try to wrap this into a connection activity. And snacks, always snacks.

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Use and showcase the tool you're introducing for the PD session they're attending.

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Before the PD, I want to make sure teachers that will be participating have the readiness. I'm fortunate to know most of my staff well enough that I can set up some pre-skill time with those that I know process a little slower. During PD, my goal is to provide a safe space for learning and having that environment is super important.

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Start with some sort of grounding activity/hook - this could be a short article or excerpt we read/discuss, a story, a question.

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Start with some sort of grounding activity/hook - this could be a short article or excerpt we read/discuss, a story, a question.

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Just like in a classroom, I make sure to move around the room. This provides teachers a comfort level to ask a question they may not have been comfortable asking in front ot the whole group. It also gives those savy teachers an opportunity to share their work with me, and for me to acknowledge their success.

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"The ones doing the talking are the ones doing the learning." ~Some QTEL workshop

Offer learners a balance of facilitator talk, small group talk, individual learning/reflection, etc. Create activities for interaction between partners, small groups, mixed grouping (different table groups mix), and facilitator to participants.

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Have participants work in groups. Start by having them choose a science content topic and creat e poster with visuals and vocab with paper and markers. Now dive into Canva by showing them the easy access to images, pictures and text. Let them create a page poster in this platform. Springboard this into teacher wonders and other key features within the platform.

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Have participants work in groups. Start by having them choose a science content topic and creat e poster with visuals and vocab with paper and markers. Now dive into Canva by showing them the easy access to images, pictures and text. Let them create a page poster in this platform. Springboard this into teacher wonders and other key features within the platform.

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I always define why and relate it back to the goals of our school. Also, I relate it to the practices that are happening in the classroom and the conversational needs that have happened leading up to this event.

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I personally can not stand it when I have to sit for more than 5-10 minutes without doing anything with the information and I make sure that I'm modeling that type of practice for my colleagues.

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I try to make sure I have 4-5 protocols throughout the PD to give participants time to process information individually and in small groups.

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Clearly identify what attendees will be engaging in, why they are being asked to engage in this learning experience, and how they will engage with the content and each other during our time together.

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If it isn't something that requires being online to access, then I typically say something along the lines of "You won't need a device at this point, so please take a moment to silence phones, close lids, etc. and there will be time during this presentation to access your devices."

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Everytime I present I try to create an atmosphere of learning. I don't want teachers to feel intimidated by something new. I always express that we are here to learn and gather ideas.

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When I present I make sure to have engaging music playing as people come in, snacks, and all resources and office supplies teachers might need readily available.

I also try to build in time for teachers to try out and actively engage with the tool or strategy.

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Showcasing the tech and/or strategies I am talking about by the participants "doing" them has been the best way to "sell" it. i.e. experiencing a Nearpod as a "student" to learn about Nearpod.

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It's important to give the audience time to practice what they are learning during the session.

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When leading a meeting for the warm up, I make sure to do something that will be engaging for them and will be something they can take back to their classroom with them.

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Be sure that you aren't just presenting to the room. Have learners be a part of the session, not observers.

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Sometimes our staff just need time to explore & play, like students. After introducing the information, I give them time to play/explore and teach each other before moving forward.

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I've had success quickly letting teachers get their hands on whatever I'm presenting about. Or showcasing it rather quickly. This is especially true for robots/coding, but also works for web-based things by asking them to, for example, make a picture in Wixie/Canva right away in the PD. It gets things off on the right foot by doing and serves as a hook.

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Through the dance of creation, I weave spells to ensnare hearts and minds, ensuring active participation in the realm of shared enlightenment

I make sure people are engaged by being active in the PD, by creating along with me.

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Try to make sure that what I am presenting on will be worthwile and they can take it back to their classrooms immediately. I also make sure that they are interacting and trying out the tool.

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I always make sure I move around in the room when presenting. I am able to get a sense of the participants and I feel like I am speaking to them rather then at them.

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I try to share examples or inspiration. I also give time for teachers to come up with ways/ideas they are thinking something could be used that applies to them, and share out if they feel comfortable

.

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When providing a tool as an instructional support, providing student created examples from previous years/contents/classrooms

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Acknowledging the experts in the room by providing collaborative opportunites. Participants should have the opportunity to share their expereinces with each other and work together to problem solve and take next steps.

I also feel the time is valuable when participants walk away with strategies, tools, and/or resources to apply the next day.

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Making it hands-on and allowing them to try, do, make, etc.

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Differentiate by Example/Provide Plenty of Interactivity

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Differentiate by Example/Provide Plenty of Interactivity

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If I know the audience ahead of time, I try and tailor my usage examples to the present content areas. If I don't know the audience ahead of time, I ensure I have examples for multiple content areas. Additionally, I embed as much interactivity as possible, and not just with the tool itself. Nearpod is great for this, as it allow multiple means to think about and discuss a topic. Balancing this with simple turn-and-talks are key.

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I make sure that if it is a technology tool that I give adequate time to use the tool where I am there to support. Teachers really appreciate the time to work with the tool instead of a show and go.

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Sharing agenda prior to training and allowing for participants to provide feedback on what they hope to get out of the training prior to the PD.

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The content, the delivery, the mode...all the things are important....but just like with students, a welcoming environment and meaningful interactions are important right from the beginning. Being prepared with the materials and the room set up before participants arrive allows you to be fully present and greet participants, sending the message that you are ready to go and that you care about them.

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I make sure that I have time to set up my space to maximize conversations and the view of my demo. I play music as attendees enter and try to always provide some sort of snack. During the session I make every effort to balance informational sections with hands-on experiences--trying to alternate between the two formats. When having participants try out new tools or methodologies I make sure to give a prompt/task that is silly/fun so that the cognitive load is focused on learning the tool/method, not the content. I also provide my participants with templates or resources they can use immediately with their students.

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A good hooks, access prior knowledge / interest, snacks and work time.

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I try to incorpoarte as many active engagement strategies as I can and model those throughout the training including the use of music, movement, individual and group processing time, or different protocols for engagement.

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Having resources linked inside a shared Schoology course or Slideshow frees them up to not worry about writing everything down and just to listen and engage knowing they are able to refer back and explore more on their own.

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I focus on making sure participants are able to leave with something they can apply right away. I also make sure that, regardless of topic, the learning is relevant to everyone, including specialists for example. I break up the time with hands-on learning, movement and learning from various locations, and collaborative discussion.

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Instead of using hypothetical teaching situations, we record a real classroom scenario from our school. On our walkthroughs we look ideas that we want to share out and ask the teachers and students to volunteer to be in the video. Teachers like seeing and analyzing ourselves instead of some random person in a video. We've come to call these "Simpson Snippets."

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Instead of using hypothetical teaching situations, we record a real classroom scenario from our school. On our walkthroughs we look ideas that we want to share out and ask the teachers and students to volunteer to be in the video. Teachers like seeing and analyzing ourselves instead of some random person in a video. We've come to call these "Simpson Snippets."

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As Brooke mentioned teachers really want to know the reason behind the PD and feel like their time is being respected. So giving them a good why and providing time to implement the learning.

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Nearpod

Canva

Google Slides/forms

Polling

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Giving staff a chance to play with the tool and talk with a small group is always helpful. "How did you do that?" "How do I get there?"

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I build in opportunities for teachers to collaborate and reflect to make meaningful connections between the session and their practice.

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Our teams are very tightly knit and giving them a chance to work together and exchange ideas usually helps them make sense of their learning.

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Whenever possible I bring students into the PD session to model the learning and have teachers practice with their students in a low-stakes environment.

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Have the QR code or join code already up on the board as people walk in

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Have the QR code or join code already up on the board as people walk in

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Plan so well that there is no downtime and the activities are short. When transitioning, there should be something to do as well until you start the next section - something fun and engaging. And NOT the same exact things that people always tell you to do - like turn and talk. People are burned out on the same strategies.

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Let the learners get hands-on experience with the tool in a way that is not overwhelming

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I start by asking what they are hoping to walk away with from today's session so I can keep those things in mind during the session and hopefully everyone walks away with SOMETHING they find valuable so time isn't wasted.

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Make sure the attendees leave with something that is immediately applicable/actionable and provide a one-pager or resource to reference so they remember when they are ready for it.

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Getting information prior to learn more about abilities and/or goals

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Getting information prior to learn more about abilities and/or goals

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I typically give a poll or use some other type of tool to gather information prior to the session. It gives me an idea of everyone's starting point, background knowledge, and what they hope to get out of the session.

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Prior to starting the session:

Setting clear objectives, creating interactive activities to keep participants engaged (use a timer), assign roles to keep them on task, provide opportunities of reflection, and reward active participation.

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Use relevant topics and templates that can be easily brought back into the classroom for teacher and student use. Add gamifying elements to get more engagement from participants.

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Set a clear objective, have a relevant hook to foster engagement

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Set a clear objective, have a relevant hook to foster engagement

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A tangible activity of moving around ideas on paper, sorting into categories, etc is always included. This break up the monotony of sit and get or losing attention. It also naturally encourages conversation and a memorable idea to share with other colleagues.

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Participants learn the tools at different speeds, and they often do not follow a demonstration on their own device. Having a "cheat sheet" allows participants to watch the demonstration and then work at their own pace.

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I always play music when teachers are coming into a PD session, it lightens the mood, brings some life to the room and makes people feel welcomed.

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I try to either survey the group prior to meeting with them to know where there are before we get started. This helps to give me a better idea of what they need and helps to make our time authentic to them. I like to give time for small group discussion/reflection and time for any clarifying questions through out. I am always sure to bring my cloak of flexibility as well since you really never know!

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Be explicit when giving instructions for a breakout activity or discussion component. Share expectations for during the activity and for when it is time to come back. Ask if there are clarifying questions before having them begin the activity.

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I plan professional learning around authentic tasks. Participants create and collaborate, and I facilitate discussion.

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I find that using a protocol or structure for discussion helps keep the participants engaged and on topic.

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I ask teachers to not bring their devices. 

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I ask teachers to not bring their devices. 

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When instructing teachers I try to introduce a new tool with a concrete ready to go example or application they can use right away. Unless it is almost make and take, they do not see the purpose unless it applies to their current needs.