640. Week 4. by Rachael Green

What surprised me:

rgreenssa — 2018-06-18 12:56:05 UTC

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?

Off base or in line?

rgreenssa — 2018-06-18 13:46:05 UTC

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.

Why?

rgreenssa — 2018-06-18 13:57:28 UTC

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"

How I felt

rgreenssa — 2018-06-18 14:02:17 UTC

Adult Learning

rgreenssa — 2018-06-18 14:03:57 UTC

In 6 easy steps:

1. Need to Know

rgreenssa — 2018-06-18 14:04:37 UTC

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.

2. Experince

rgreenssa — 2018-06-18 14:48:11 UTC

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.

3. Self Concept

rgreenssa — 2018-06-18 14:59:10 UTC

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.

4. Readiness

rgreenssa — 2018-06-18 15:01:16 UTC

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.

5. Problem Orientation

rgreenssa — 2018-06-18 15:07:11 UTC

"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.

6. Intrinsic Motivation

rgreenssa — 2018-06-18 15:13:36 UTC

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

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

rgreenssa — 2018-06-18 15:23:21 UTC

Autonomy:

rgreenssa — 2018-06-18 15:24:25 UTC

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.

Mastery

rgreenssa — 2018-06-18 20:47:16 UTC

"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.)

Purpose

rgreenssa — 2018-06-18 21:00:05 UTC

"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.