Assistive Technology Professional Development

Overview – SED 579

Successful Professional Development Share some example of

successful professional development experiences – In which you participated– Which you developed

Why were they successful?– How do they represent the models

for successful professional development presented by Gordon?

Typical Approaches Fail (Fullan, 1991) One-shot workshops Topics selected by non-participants Lack of follow-up Failure to evaluate Failure to address individual needs and

concerns Failure to address individual needs

within schools Absence of conceptual basis for

program planning & implementation

Professional DevelopmentKey Components: Strong leadership & support Collegiality & collaboration Data-based development Program integration A developmental perspective Relevant learning activities Professional development as a way of

life

Strong Leadership & Support When leadership comes from an

administrator or staff developer, teachers are involved in leadership early on

Develops culture of trust & support

Encourages risk-taking Examples?

Data-Based Development Effective PD is driven by variety

of data– Examples?

All participants are involved in continually examining, analyzing, & using data to make decisions

Collegiality & Collaboration All school personnel are equals Collaborate in all phases of

planning & implementation Examples?

Program Integration School-wide goals are integrated

w/ individual, team, school, & district goals

Examples?

Developmental Perspective

Effective PD programs embrace long-term planning

Participants take an incremental approach

Most attainable are addressed first

Examples?

Relevant Learning Activities

Differentiated learning takes place at school site– Meet individual or small group needs– Are participatory & experiential– Can be applied immediately at

classroom level Examples?

PD as a Way of Life Peer norms among teachers

influence desire to participate in PD

Teachers want to go to conferences and meetings to learn new skills

Examples?

Principles of Adult Learning Educating adults involves 8 basic

principles that form the basis for the adult learning environment.

Principles of Adult Learning

Principles support the practices used in planning, conducting, and evaluating adult education activities.

To facilitate learning, adult educators must understand the adult learning process.

Principles provide guidelines for decision making.

CAVEAT: The one universal truth about principles of adult learning is that there are no universal truths.

* Birkenholz, R.A (1999). Effective Adult Learning. Danville, IL: Interstate Publishers, Inc.

1: Learning is change Learning is a change in

behavior. Change in knowledge or skill

is the most common result of adult learning.

Acquiring new information and knowledge is part of everyday adult life.

Adults seek out learning opportunities.

Learning is an individual process.

2: Adults must want to learn

Adults are free to choose to ‘become’ in learning activities.

Some programs require participation.– Potential for learning diminishes

Learning efficiency and achievement is directly correlated with personal motivation.– Lack of internal motivation– Inservice programs, update training

workshops Be prepared to identify factors in adult

learning. Must develop a “felt need” for

participants.

3: Adults learn by doing Adults learn best through direct

participation in the learning process. Adult educators must plan programs

that begin at the “entry level” then increase opportunities for adults to become engaged in learning.

Significant barriers to learning:– Low self-esteem– Unconfident in own abilities– Fear of ridicule or failure

Organize activities that ensure success.

4: Focus on realistic problems

Focus on knowledge and skills that have immediate application.

Most adults do not have time, patience, or inclination to learn irrelevant information.– Eliminate: “What does this have to do

with me?” Use the inductive approach to

learning.– Educators use realistic situations

Case studies, role play, demonstrations, etc.– Identify and define problem– Propose alternative solutions– Conclusions involve a general principle

or concept

Inductive v. Deductive

GeneralPrinciple

GeneralPrinciple

Ex. 2

Ex. 1

Ex. 3

Ex. 1

Ex. 2

Ex. 3

Inductive strategy is more effective than the deductive approach with adult learners.

Use many examples that lead to solving the problem or increase knowledge, skills, and ability.

Information and knowledge are retained longer for adults using the inductive approach.

5: Experience affects learning

Experience influences (+ or -) adult learning.– Experience is a cumulative characteristic– Varies widely among adult groups– Participants’ sets of previous experiences– Foundation may be broad and firm or lacking in

scope– Adding new knowledge or skill is “life dependent”

Educators must recognize + and - affects.– Positive experiences enhance quality of learning– Negative experiences inhibit the effect of learning

Adults may need to unlearn and relearn in today’s society to be successful.

Foundation for Learning

Knowledge, Skills, and Experience Base

Your job may require you to fill in the blocks of experience, knowledge, or skills for another adult.

AT Leader’s Role

6: Informal learning environmentsRules inhibit adult learners.

Full immersion in the educational process.

Most adults accept behavioral guidelines.

Refreshment breaks are a necessity.• Scheduled breaks enhance the learning

process• Allows for interaction among all

participants• Promotes informal and relaxed discussion

7: Variety in teaching methods

Adults learn through their senses.– Inclusion of all senses increases learning

effectiveness for adults– Incorporate activities that require sensory

stimulation Multiple use of senses promotes retention

rates. Trade-off between instructional efficiency and

instructional effectiveness in adult education.– Maximize effectiveness: long-term retention– Maximize efficiency: transmission of information

Educators must recognize this trade-off when planning programs.– Purpose of the program– Objectives of the program

8: Guidance, not grades Adults are individualistic in evaluating their

achievements or performance.– Do not enjoy being used as an example to others– Fear humiliation or ridicule– Desire external affirmation of progress - peer group

Avoid application of rigid, external performance standards except when required by certification.– Offer suggestions for improvement in performance

Use tactful non-threatening manner Incorporate self-evaluations among adult learners

Adults benefit from encouragement of their capabilities as learners.

Source: Gordon. S. P. (2004). Professional development for school improvement. Empowering learning communities. Boston: Pearson.

Critical Aspects of School Improvement Shared governance Transformational leadership Teacher collegiality Student-centered teaching Cultural change