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