Andragogy by Ortal Wikoff https://padlet.com/owikoff/7hdebbc40hx en-us 2017-02-15 18:20:13 UTC 2017-02-24 18:29:04 UTC hello@padlet.com Trifecta of Internal Motivation owikoff https://padlet.com/owikoff/7hdebbc40hx/wish/154111104 Pink’s “Trifecta of Internal Motivation” (RSA, 2010) shocked me. Until I saw the video, I thought that money was the most effective motivator of individuals, but watching the video and reading Pink’s ideas totally changed my point of view. Below, I address each of Pink’s motivation factors and how I can implement them in my District’s Professional Development Plan.
Autonomy - My plan is to establish teacher needs in the DTTP by providing a survey with results that indicate what issues teachers would like to learn about.
Mastery - The workshop will include some elements with which the teachers have familiarity. The teachers need to feel successful, as this will contribute to their inner drive. The workshop will be given at a technical level complements the teacher’s technical competence (some of the tasks will focus on subjects that they are not familiar with so that they stay focused on the task).
Purpose - The first workshop needs to address the reasoning behind the undertaking. It should explain to the teacher of the value of the workshop and why it is relevant. I agree with Pink (RSA, 2010) that adults need to understand the purpose. I believe that after this explanation, teachers can become more open to the initiative and the learning process will be met with less resistance.


]]> 2017-02-15 18:20:55 UTC https://padlet.com/owikoff/7hdebbc40hx/wish/154111104 Malcolm Knowles's Andragogy Theory owikoff https://padlet.com/owikoff/7hdebbc40hx/wish/154111675 Malcolm Knowles's Andragogy Theory (Toister, 2014)  makes great points about adult motivation. Below, I address each of Knowles’s Andragogy Theory and how I can implement them in my District’s Professional Development Plan.
  1. Need to know – Knowles’ first principle is similar to one of Pink’s Trifecta of Internal Motivation factors.
  2. Experience - The professional development has to consider the existing knowledge the teachers have as new knowledge built on previously established information.
  3. Self-Concept - This principle states that adults need to be responsible for their own learning. During the professional day, the instructors need to be aware that even if the teachers are “busy” with other things during the workshop, this is their responsibility to learn and the teacher’s personal actions should not interfere with the instructor’s goals. 
  4. Readiness - Adults learn best when the instructor helps them resolve an immediate problem. The professional development needs to be divided into small groups. In addition to the instructor, the workshops need to have an assistant that supports the teachers.  
  5. Problem Orientation - The professional development needs to address a specific area of information rather than be focused on general knowledge.
  6. Motivation - The last principle is about how motivation needs to come from within, versus being inspired by some form of reward. When all the principles above are covered, there is no need to think about the “old school” tactic of giving prizes to the teachers, although an additional reward can be nice.

]]> 2017-02-15 18:22:06 UTC https://padlet.com/owikoff/7hdebbc40hx/wish/154111675 The Mirage Report owikoff https://padlet.com/owikoff/7hdebbc40hx/wish/154113341 The findings of the Mirage Report (2015) were not a surprise for me as I have personal experience with some of the elements they mentioned in the report. First, as the Mirage report states, schools invest a lot of money in the professional development of their staff. At least once a quarter, my school provides some form of professional training. In addition, once every couple of months, the school brings speaker from outside of the school to train the teachers in various areas of their expertise. The Mirage Report mentions that although schools provide their staff with many avenues of professional support, most teachers are not improving their critical skills from year to year. On a personal level, most of the technically related professional development I have attended did not improve my technology skills. Often, I was already familiar with the material. I believe that it is important to divide the teachers into groups of homogeneous knowledge for professional development to be effective. This way the development can be more accurately focused on issues relevant to the smaller groups, versus a broad application of information that may be of little value to everyone. In addition, as the Mirage Report states, schools need to bring subject matter experts that can help the educators to understand where they can improve, when improvement is possible.  



]]> 2017-02-15 18:26:46 UTC https://padlet.com/owikoff/7hdebbc40hx/wish/154113341 References owikoff https://padlet.com/owikoff/7hdebbc40hx/wish/154117483            
  Toister, J. (2014). Introduction to Malcolm Knowles's andragogy theory. Retrieved from www.lynda.com
 

        The New Teacher Project. (2015). The Mirage - Confronting the Hard Truth About Our Quest for Teacher Development. Retrieved from www.tntp.org/

 

        The RSA. (2010, April 1). The surprising truth about what motivates us [Video file]. Retrieved from https://youtu.be/u6XAPnuFjJc
 


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