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Andrea Cebula
Educational Consultant At Adobe Systems

Week 1, Professional Development Design, Strategies, Tools, and Tips for The Adult Learner

Please view the strategies, tools, and tips video from Week 1, Professional Development Design section. Reflect not the questions below and share your thoughts with your fellow course members: 

Which of these strategies do you currently incorporate into your professional development sessions?

Which of the strategies, tools, and tips do you think will be most useful for you in your future professional development sessions? Why?

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Christoforos Pappas

Posted on 9/25/15 3:08:21 PM Permalink

Designing eLearning deliverables that motivate and engage adult learners can be challenging. However, creating top notch eLearning deliverables that cater to adult learners comes with its own unique set of challenges. The good news is that there are a number of tips and techniques that can help you to create meaningful educational experiences for adult learners, which can be applied to eLearning courses and online training events. If you are interested I highly encourage you to read the article "11 Tips to Engage and Inspire Adult Learners".

The truth is that as an adult I get engaged by these tips!

stephanie dicken

Posted on 4/2/15 7:49:36 PM Permalink

I agree with Steve - explaining what, how and why they are learning. People want to know why so they have a reason to continue the process, especially when it gets tough.

steve kong

Posted on 3/16/15 5:29:09 PM Permalink

I go into every training trying to hit these three items for the participants as it is the best way to get their interest:

Explain what they will learn, how they will learn, and why they need to learn.

By being clear and direct in those three items, teachers are able to understand the reasoning and the methods presented to them in their PD session. This style of explanation is far more effective than having a set agenda based on time or objectives. Focusing on the what, how, and why have been the most useful strategy in planning trainings for educators regardless of the content.

Carolyn Daigre

Posted on 3/16/15 5:28:00 AM Permalink

I try to tap into the experiences of the participants. I also try to make the class content relevant to the participant. I would attempt to reach students through intrinsic and extrinsic motivating factors. Students would also be encouraged to share their experiences with the group. Students would be encouraged to share their particular problems with the group for a brainstorming solution session.


Megan Deaton

Posted on 3/12/15 6:57:27 PM Permalink

In order for me to have a successful session I have to acknowledge the experience and ensure that everything we discuss is relevant. I also like to hold discussion that allows the students to give each other ideas. I have learned many tips and tricks myself from discussions.

Laura Vogel

Posted on 4/5/15 6:25:23 PM Permalink

Hi there, just trying to reach someone to see if the course went down for you too? I tried to submit my final assignment today but they took it down! Yikes!

Tanya Hopper

Posted on 3/12/15 3:20:17 PM Permalink

All of the suggestions that the presenter offered for engaging the adult learner are valid strategies. I have experienced many as an adult learner, and try to bring an ownership of learning to those I tutor. Because most of my clients are on a one to one or are in a very small group setting, I am able to specifically tailor the learning to what it is they are wanting to know most, which allows them to immediately engage what they are learning about.

Andreas Freiberger

Posted on 3/10/15 9:18:40 AM Permalink

I agree, It is very important to speak with the group what they want to learn and which skills they would improve. I ask my students if they have any examples from newspaper, TV or internet. They commertial Shows many different ways of beiing "fresh" Creative And funny, it is a great pool for many good ideas...

I think it is also very important to Show The students The problems by building this workflow/idea. They also must get a chance to make mistakes, we learn very much from our mistakes. Education is a (The only) Place where is it allowed to make mistakes. During the course they should improve they skills by learning, doing, get feedback/input and try to make it better. They have to understand the feedback and why the other Solution is better/softer/easier/,...

Lynne Tilley

Posted on 3/3/15 7:17:21 PM Permalink

It is very important to me to discuss with the group what they want to learn and what their current experience level is with the subject we are addressing. If there is a huge divide in the experience levels of the students I will break them up into groups where the students with more experience can help the students that are at a lower level as we progress through the course.

Eileen MacAvery

Posted on 3/2/15 6:32:00 PM Permalink

I think this video gave excellent advice and steps to take when dealing with adult learners. I find it's best to assess students skills and background at the beginning of a class and find out what they want to learn. This way I can address specific things during the lesson.

Chad Perry

Posted on 3/1/15 5:48:20 PM Permalink

I teach public relations courses at the college level, so I'm working with young adults. They may not have several decades of life experience, but they do have some life experience. I try to acknowledge that. I also try to explain to them why they will be learning the concepts in the course and I connect that to intrinsic and extrinsic motivators. I also try to make things self-directing by changing the deadlines for an assignment or even dropping an exam and doing a writing assignment instead, etc. And I always incorporated PBL -- problems-based learning. I incorporate PBL on the very first day of class. I gets the students engaged and helps develop a sense of relevancy. I think all of Knowles' assumptions are based on an approach to pedagogy known as constructivism, which is about creating a learning environment that is relevant for the student.

M McLane

Posted on 3/1/15 3:59:36 PM Permalink

I currently try to make connections to the adult learners' grade level or subject area and try to make their learning problem-centered. What may benefit me in future professional development training sessions? 1) Asking for prior experiences and sharing best practices. 2) Offering choices between two or three options after asking what the learners would like to learn. 3) Ask how strategies we've learn are either similar to or different from strategies learners have employed in the past.

Eileen MacAvery

Posted on 3/2/15 6:35:34 PM Permalink

You made some good points. I need to remember to offer choices between options.

M McLane

Posted on 3/3/15 4:22:11 AM Permalink

The choices between options is going to be very new to me!

Paula Droddy

Posted on 2/26/15 8:59:20 PM Permalink

Currently I make good use of Self-Directing and Relevancy-Oriented. In the future, I need to put more focus on using the intrinsic and extrinsic motivators to increase buy in. I also should do more to foster an outward appreciation of Lifetime Experience.

B Greer

Posted on 2/25/15 7:04:25 AM Permalink

I currently use the Relevancy,Task/problem, Lifetime, and Why centered strategies in professional development that I host. I believe by empowering the audience it allows a deeper connection with the content that leaves a lasting impression and will want more.

JOHN CARTER III

Posted on 2/23/15 5:21:39 PM Permalink

Which of these strategies do you currently incorporate into your professional development sessions?
Which of the strategies, tools, and tips do you think will be most useful for you in your future professional development sessions? Why?
The most regular strategies that are used by me with my learners are :
Need to Know, Relevancy-Oriented, Intrinsic and Extrinsic Motivators
my learners are usually more motivated by the use, the knowledge itself and motivations that don’t have as much to do with outside factors and in most cases tend to be the most motivated by the knowledge itself. In my current learning and development this seems to be the most useful for the foreseeable future.

Renee Sarmiento

Posted on 2/23/15 2:58:52 AM Permalink

Need to Know

I use this strategy in class on a regular basis. I ask students to reflect on my learning goals and express why they think they need to know the particular topic.

Self-Directing

Fifth graders are starting to be independent, but they still need a lot of direction. I try to push independent and critical thinking, but it is truly a goal in process.

Lifetime of Experience

Relate to my own and their own experiences frequently.

Relevancy-Oriented

I make connections, not just with the particular subject, but more and more with real-life situations.

Problem-Centered

This is one strategy I would like to use more frequently.

Intrinsic and Extrinsic Motivators

I would also like to be more specific and intentional about using intrinsic and extrinsic motivators to continue helping my students become critical thinkers and self-directed learners.

Katie Morgan

Posted on 2/20/15 8:23:10 PM Permalink

I use a lot of these strategies already, but its good to take time to focus more deeply on them.

I could use the self direction more effectively to give learners more input into the pace & timings of classes and put more emphasis on extrinsic and intrinsic motivators.

roel ligterink

Posted on 2/20/15 11:57:44 AM Permalink

Which of these strategies have to take you currently have in your professional development sessions?

Self-directing.

Which of the strategies, tools and tips you think the most useful to you in your future professional development sessions? experience.

Why So?

Students can from their home situation thinking about jobs, they have a wealth of experience in solving problems and can quickly find solutions through social media, friendships or chat.

dan aylesworth

Posted on 2/20/15 5:24:47 AM Permalink

In teaching it took me a while and it is still a challenge to create concise lesson plans with a clear objective. Although it's not necessary to share the complete lesson plan with students. It is important to give students a clear objective for the lesson as well as an agenda. After the lesson, having students fill out an exit slip to get feedback whether the objective was accomplished can help a lot in clarifying the needs of the learners are being met.
Giving a choice of learning activity or the order in which the activities are done would be helpful. Certain activities might take more energy than others and this would give the adult learner more input on what they choose to accomplish given their own knowledge or their energy level at the time of learning.

Tiff Shaw

Posted on 2/19/15 4:55:30 PM Permalink

I currently employ Need to Know, Wealth of Experience, Relevancy-oriented, and Intrinsic-Extrinsic Motivators.

I need to be more measured in Self-Directing and Problem-Centered. In order to do this I need to plan further ahead and gather data and input from participants before the session in order to better meet my audience's needs.


Eileen MacAvery

Posted on 3/2/15 6:37:03 PM Permalink

Problem-centered is usually not a problem for me (no pun intended), but self-directing could be improved.

Alan Humbert

Posted on 2/16/15 6:22:44 PM Permalink

Which of these strategies do you currently incorporate into your professional development sessions?

I like to think I acknowledge and use my students lifetime experience as part of my current practice. There is almost always someone in the class that has some experience with the tools that I am teaching, and they can complement my own instruction, as well as help others in the class.

Which of the strategies, tools, and tips do you think will be most useful for you in your future professional development sessions? Why?

Self-directing is a strategy that will be most helpful. If the students can be helped to see the benefit to themselves of learning the skill or creative tool that is being taught, then they will be more motivated to successfully complete the course.


Suzanne Arnott

Posted on 2/12/15 11:55:43 AM Permalink

This has been great to revise some of the things I have done in the past, some of the tools I use without thinking, and adding some new links as to why I should include different areas.

I use need to know, relevancy, experience and problem centred without really thinking about it.... so being able to put a more focused reason as to why I do these is brilliant.

I am definitely looking at improving my intrinsic and extrinsic motivation, even just by having a slide there to remind me. Being able to cater for the individuals by creating more emphasis on self direction will work better for me too. These areas will assist in me having more engaged learners in my professional development sessions

Benny Villarreal

Posted on 2/11/15 3:05:19 AM Permalink

Which of these strategies do you currently incorporate into your professional development sessions?

Need to know


Which of the strategies, tools, and tips do you think will be most useful for you in your future professional development sessions? Why? Demonstration, Modeling and step by step instructions are the most useful for future PD. There are varies of different learners and all learned differently so integrating all three on to your PD session all learners will understand and comprehend the session/workshop.


Saif Smeirat

Posted on 2/10/15 6:39:16 PM Permalink

I found myself used these methods by default
When the instructor respects the student time and let him the opportunity to express his opinion about what he wants to learn
i think he will be encouraged to give you all his time and attention

Eileen MacAvery

Posted on 3/2/15 6:37:42 PM Permalink

I tend to agree with you. What about options and choices? I found that this was my biggest deficit.

Ed Bonhaus

Posted on 2/10/15 2:07:56 PM Permalink

I use these assumptions with every training I plan. We were trained several years ago to plan PD using something like this. These assumptions are just basic, sound instructional design for any learner. It also helps us model what we expect to see in the classroom.

James Adkins

Posted on 2/8/15 8:40:24 AM Permalink

We currently use a lot of practice that focus around the 4C's, and training from the back of the classroom. We like to facilitate our learning, allowing for a deeper understanding and retention of knowledge, while allowing for educators to have self directed learning experiences.

Examples: think it and ink it, though walk, stand and reflect, etc

Nelli Levental

Posted on 2/8/15 1:31:31 AM Permalink

Which of these strategies do you currently incorporate into your professional development sessions?

Need to Know+Problem Centered +Relevancy Oriented+Extrinsic+Intrinsic Motivators

Which of the strategies, tools, and tips do you think will be most useful for you in your future professional development sessions? Why?

II think that Problem Centered and Relevancy Oriented are the most useful in my teaching practice considering that I deal with Designers and students of Design Majors. I believe that they need to see the clear connection to the real World in every project.


Luke Sequeira

Posted on 2/7/15 9:32:23 PM Permalink

Which of these strategies do you currently incorporate into your professional development sessions?

Problem Centered +Relevancy Oriented


Which of the strategies, tools, and tips do you think will be most useful for you in your future professional development sessions? Why?

Intentionally building in more intrinsic and extrinsic motivators. We all need both of these styles of motivators to learn something new. By intentionally designing each of these into a training the trainee will immediately find the relevance and a deeper interest in the material.


Laura Poveromo

Posted on 2/7/15 12:55:32 AM Permalink

I currently use need to know, problem centered, and relevancy oriented strategies. I want to incorporate more of the self-directing strategy since fellow educators have a variety of experiences, knowledge, and skills to share.

Jenifer Pickens

Posted on 2/5/15 7:46:33 PM Permalink

Which of these strategies do you currently incorporate into your professional development sessions?

I currently make sessions very self directed, by making a lot of the content in a flipped enviornment.

Which of the strategies, tools, and tips do you think will be most useful for you in your future professional development sessions? Why?

I will probably up the quantity of materials that I present self directed.

Ramon Villa

Posted on 2/5/15 6:26:32 PM Permalink

Which of these strategies do you currently incorporate into your professional development sessions?

Working in small groups.

Which of the strategies, tools, and tips do you think will be most useful for you in your future professional development sessions? Why?

I work with creatives and working in small groups gets the ideas flowing.


Basim Assaf

Posted on 2/5/15 4:48:01 AM Permalink

I do not give professional development sessions but I incorporate some of those points, such as discussing applications or incorporate experimentation and hands on approach. The structure of the course does not allow us to change the curriculum according to the needs and interests of the students, although we can include applications that have relevance to their interests and experiences.

First we should give them an introduction about the software because some of them do not know what the software capabilities are. After the introduction, we can ask them about what they like to learn in that course, and connect that learning to their experiences. The session should be made relevant to the attendees, and emphasis should on practical knowledge.

Although most attendees of professional development sessions are motivated when they start the course, the trainer should be aware of what kind of motivation (intrinsic or extrinsic) led them to the course, and make sure that they remain motivated or more motivated while they are attending the session.


Madra Ullrich

Posted on 2/4/15 4:36:43 PM Permalink

Which of these strategies do you currently incorporate into your professional development sessions?

Need to know: I usually provide this info before the meeting. As a marketing strategy to stimulate interest in the meeting. Either by a pamphlet or flyer. During the meeting I provide a short and general outline of what people will learn in the session.

Self-Directing: I am not a believer in micro-management. I prefer someone to be dependent from me to learn. I can supervise and instruct but I want assignments that stimulate a person to be productive on their own abilities rather than being dependent on my abilities. Included in the outline is a step by step instruction on how to for example manipulate images in InDesign. This is beneficial for the progression of the meeting but also for an individual that is having difficulty understanding a step when I explained it. It allows the audience to measure their expectations of the products as well as measure the benefits of the session.

Lifetime of Experience: I think this can be incorporated into an assignment of the session. Have the audience choose the type of theme they want to develop. Or provide example of themes for the audience to choose from. For example if you have elementary teachers provide a theme for social studies, creative writing, etc.

Relevancy-Oriented: The outline & step by step instructions can be used outside of the session. So what they have learned within the session they can continue to use outside of the session. The relevancy of participating in the session is by providing something tangible when they leave the session.

Problem Centered: I think all adobe products are designed to be problem-solving solutions. If something is difficult to explain either verbally or written then the Adobe products are instrumental in providing an alternative solution. The one thing that comes to mind are processes or systems that Science classes need to explain. A student must be able to visualize the process or system (i.e. processes/system of DNA molecule). An animated process allows a student to visualize how the process functions.

Intrinsic & Extrinsic Motivators: I think that Adobe products provide a teacher more freedom within their classes. Providing so many options that they can develop within a classroom setting. The versatility provides advancement, progression, and innovation within the classroom and their teaching style. In regards to intrinsic motivators just the fact that people in the session are using images—I am sure they can imagine that they could use their own personal images or videos as well.

What challenges have you faced applying this best practice?

I think the greatest challenge for any presenter is deciding what application and what features should be demonstrated/utilized in the session. There is a lot of information per application and no one can learn it in one session. Then you have to consider the learning curve per session too. My fear is that the session will become an instruction learning experience rather than a demonstration of the power that the applications can give a user. The thought of minimizing and having a generalized approach in demonstrating the full potential of an application is just not going to happen in one introductory session. May have to do a series of sessions where a single idea (theme) can be developed throughout several applications. One session be on Photoshop, an Illustrator session, an InDesign session, a Muse Session, Animate session, and a premiere session. The initial theme/idea is being integrated and developed per application used. Developing an outline and a simple guideline is probably the best solution. The key is not to let the audience be overwhelmed with the capabilities of the applications. The interfaces can be quite intimidating to a new user of application

Suzy Linstrom

Posted on 2/3/15 9:56:45 PM Permalink

I use a lot of these strategies already when working with my teachers. I do like the idea of being able to present some sort of data, so maybe I'll send out some kind of survey prior to the next PD session so I can maybe tailor the session more aligned with the learner (beginner, intermediate, advanced) as opposed to how I do it now which is by grade level or content area.

Petra Perz

Posted on 2/3/15 5:41:28 PM Permalink

Explaining the What, How, and Why is key to any professional development session as well as offering a choice of what is in store and asking their opinion on timing and breaks. If we have time to spare I like to ask them to share best practices in pairs or small groups, and make connections based on similarities or differences. It is not always possible but it would be great if we could gather data before the session so we could meet the needs and tailor the sessions accordingly.This one will be one of the most useful.

Andrea Marz

Posted on 2/2/15 10:09:21 AM Permalink

udesh naidoo

Posted on 2/2/15 9:44:26 AM Permalink

I employ most the strategies of need for learning (usefulness of the learning content), self directing (encouraging ownership for learning, which links in with Intrinsic and Extrinsic motivators. Another strategy I frequently use is Relevancy.

For my future strategy development I will try to incorporate Experience, and use that as a tool to link in with Problem centred to reinforce the other strategies.

Samantha Spencer

Posted on 2/2/15 6:57:26 AM Permalink

In my professional development sessions, I provide opportunities for adult learners to share their knowledge with the group (acknowledge their lifetime of experience) through small group activities and curriculum sharing. I also give lots of opportunity for self-directing by providing many opportunities for small group discussions and q and a (my supervisor also sends out a survey to see what the teachers would like to learn in the next session.) In our workshops there is also a choice of activities.

Since I like problem-based learning, I'd like to include that more in our workshops.

David McGill

Posted on 2/2/15 12:29:20 AM Permalink

Malcolm KnowlesMalcolm Knowles' Adult Learning theory is called Andragogy, adult learning, as opposed to pedagogy, child learning.
I currently teach a course that specifically targets undergraduate requirement for digital literacy and digital publishing. The emphasis of the assignments are directed at providing assignments that are useful and relevant to each young adult.
Recently, the Office of Faculty Development has requested the learning outcomes of this curriculum to be targeted toward university professors in need of incorporating digital media as a component for hybrid course development. Years before the widespread adoption of PC's, in 1984 Knowles adapted his 4 learning principles to computer technologies. This is a good example of what I am attempting to do working with adult learners.
  1. There is a need to explain the reasons specific things are being taught (e.g., certain commands, functions, operations, etc.)
  2. Instruction should be task-oriented instead of memorization -- learning activities should be in the context of common tasks to be performed by the others.
  3. Instruction should take into account the wide range of different backgrounds of learners; learning materials and activities should allow for different levels/types of previous experience with computers.
  4. Since adults are self-directed, instruction should allow learners to discover things and knowledge for themselves without depending people, will be provided guidance and help when mistakes are madehttp://elearningindustry.com/the-adult-learning-theory-andragogy-of-malcolm-knowles


John Bimmerle

Posted on 2/2/15 12:28:45 AM Permalink

I do try to implement as many of these as possible, but I think in the rush of trying to cover stuff and be efficient with time, I hurry too much through some of these fundamental building blocks which better increase buy in and understanding. I feel that taking more time to gather their thoughts and set up the reasons for the learning needs, I would be better off doing so than rushing through more content. I think this would also better enable them to come up with questions for further learning.

Randolph Lavery

Posted on 2/1/15 9:15:02 PM Permalink

I am not in the professional development field but I would guess the main thing I would get across is why they need to learn what they are going to be taught.

Andrea Marz

Posted on 2/1/15 3:21:04 PM Permalink

kiesha poole

Posted on 2/1/15 3:53:21 AM Permalink

Currently I am not running any professional development classes. But I think when I begin I will incorporate all to some degree. I would probably send emails to asking questions (multiple choice) on what they expect their learning expectations, and background knowledge, maybe a KWL. In the lesson I will begin an icebreaker and them state the goals of the professional development. I will give options of breaks or perhaps finishing early as long as we can accomplish all of the learning targets. I will include collaboration as well to allow groups to discuss expertise and generate ideas. Perhaps grouping like subjects or grade levels, or if more applicable scrambling things up so that each teacher has an idea of what upper grade level expectations are; whatever is more appropriate for the situation. We will definitely have snacks, everybody wants to eat after a long day.

Valery Keibler

Posted on 2/1/15 3:43:17 AM Permalink

I coach adults who are educators every day. if I did not follow these steps, I believe that no one would be engaged!

Christina Steel

Posted on 2/1/15 2:50:12 AM Permalink

I teach college Biology, not PD. Some of these concepts still apply. I commented in another forum that students respond better when you explain how and why something is relevant and how or why it works the way it does. I've recently tried giving my students choice in some of their written assignments and find that most don't respond to a poll asking what they want to do, but there is less resistance from the class as a whole if I make that poll available and choose what students request. My course is all about content, not skill, at this level of my students' experience. Building foundational knowledge and content is still critical and relevant.

Michelle Pacey

Posted on 1/31/15 11:11:30 AM Permalink

I don't have any experience in adult education. These strategies are excellent and I can see that by incorporating them, then there is a better chance (it's not chance) of delivering a quality experience for the audience. I wish my admin team utilised some of these strategies in their meetings/PD!

One thing I know I need to pick up is my reflective practice.

Patrick Hourigan

Posted on 1/30/15 6:52:55 PM Permalink

Strategies I incorporate: definitely Need to Know and Relevancy-Oriented strategies. Depending on the topic, I'll use self-directed strategies, but I also like to run sessions that accomplish a very specific task. Most of what I offer is based on suggested topics and I'll ask what they hope to accomplish as their takeaway. Working in tech, I don't often ask them about their prior practice because usually their prior practice hasn't been working, and that's why they're with me. Sometimes though, sharing best practices is very helpful.

Most useful strategies: Sharing best practices, connecting to content area, grade level, or performance evaluation.

Nikki Hensley

Posted on 1/30/15 5:13:42 PM Permalink

For me I teach adults 18-65 so a lot of these same thoughts would work for them. However, my biggest problem is when you do ask for feedback on times of breaks or what they want to learn usually I get blank stares. We are here because it is required for our program or things like that. I do have a day later in the semester that I ask them now what else would you like to learn from the tool, but I seem not to get a lot of response in the beginning.

I like the idea of giving them options with 2 or 3 activities and they can choose.

Christina Steel

Posted on 2/1/15 2:53:35 AM Permalink

I get the blank stares too. They're not used to having input and many just don't care, don't have an opinion, or don't want to think about it. I've been guilty of that--sometimes I'd rather have a professor assign me a topic than choose one myself simply because 1. The prof's topic is likely to be relevant; my choice might only be tangential; 2. It's hard to be decisive when you have too many options, 3. Sometimes I really like the "assigned" because it's not something I would choose and therefore it is more challenging for me. 4. Clearer expectations tend to come with "assigned." Giving them a more limited set of options may help, but my response rate is still < 50% of the class!

Judith Wood

Posted on 1/30/15 4:34:34 PM Permalink

I often allow my class to have input into the class timing. I outline the topics that need to be covered and help them order the lesson.

Relevance is related directly to my experience in the industry as my students are college level and love experiences that I share. They often have problems as entry level users. I help them understand the various tools and provide examples to help inspire them.

The KWL chart will be a handy chart to help connect with the group.

rafael nicolau

Posted on 1/30/15 9:46:01 AM Permalink

Leave that Experienced people bring with them the baggage of knowledge to the classroom is a great way to motivate , we all have previous experience and be able to talk about it motivates not only to who is speaking, but who's listening , everyone learn more.

Neisha Leacock

Posted on 1/29/15 3:26:09 PM Permalink

To some extent, I use most of these strategies currently and I can see how they can be better incorporated going forward by taking the time to review the session materials to make sure each assumption is addressed using the strategies.

Richard Stejer

Posted on 2/1/15 9:16:14 AM Permalink

I too use Malcolm Knowles' assumptions for teaching adults 30+ years. I found that I can appeal to thier intrinsic motivation with competitive games. Even if the prize is candy pieces, or a scoreboard, they try hard to win and hence learn. The room can get very noisy as well, which is exciting too.

Catherine Stephensen

Posted on 1/29/15 5:07:49 AM Permalink

Involving adult learners in their learning – self –direction. I often ask students what their experiences of tools etc have been. This incorporates their prior experience, allows them to direct where the content focus should go and work collaboratively through shared experience.


Laura Vogel

Posted on 1/28/15 8:19:56 PM Permalink

Which of these strategies do you currently incorporate into your professional development sessions? We typically engage most of these strategies because we work with a very diverse set of schools across the city with different goals and circumstances coming from either the district level, principal level, getting a teacher re-certified, etc. Additionally, because we are teaching them how they'd teach the techniques to students to do very thoroughly explain scenarios, the "why," invite feedback, pair share, ask how they've done things in their classrooms, etc. The one thing we could be doing better is the motivation piece. Perhaps engaging more components of the day that earn points or some sort of shout out at the end, that would help keep the engagement level high.

Which of the strategies, tools, and tips do you think will be most useful for you in your future professional development sessions? Why? I think all of them are useful. I will definitely start using the KWL component as well. And I also really liked the idea of giving adult learners more say in things like activity options and sequence.

Cynthia Manrrique

Posted on 1/28/15 4:29:10 AM Permalink

    Which of these strategies do you currently incorporate into your professional development sessions?

  • I have not had the opportunity to have my own professional development sessions yet, although I can see how several of these can work well. I have been witness to several of these taking place in sessions that I already attend. Good to know that they are being implemented in the learning process in my district.

    Which of the strategies, tools, and tips do you think will be most useful for you in your future professional development sessions? Why?

    All of the strategies and tools discussed in this video would be useful for any professional development. Time is valuable - enough said. Make the session interesting and beneficial to the learner. Being able to explain to the adult leaners why and how the training will benefit them is of utmost importance. Giving teachers opportunities to discuss their prior practices, allowing the learners to develop their own learning by asking what they want to learn, being able to share their own experiences through small group discussions.


  • Dorothy Yu

    Posted on 1/28/15 4:20:55 AM Permalink

    I use graphic organisers as they provide a visual framework to represent and organise information such as KWL and PMI.
    Having choices give learners ownership in what they can do and how they will go about doing it.

    Helen Castanedo

    Posted on 1/28/15 4:04:22 AM Permalink

    I use most of these strategies already especially Why, What and How, KWL, group strategies. etc. I Think one of the most important is giving learners choice and self directed learning throughout as a way to maintain interest and motivation.

    Stephen Michaele

    Posted on 1/28/15 1:08:16 AM Permalink

    I think that I do a pretty good job in some of these areas including explaining the what, how, and why of training; incorporating prior experience and having the participants share best practices. I do need to work more to make the sessions more self-directed by building some options into the work and I also need to do a better job of connecting new strategies and methods to prior methods that the participants may be comfortable with. While I have used KWL charts in some of my teaching I haven't incorporated them everywhere but perhaps I should.

    Sarah Buncum

    Posted on 1/28/15 2:33:07 AM Permalink

    I agree with you. I do well in areas of incorporating prior experience and having the participants share best practices, but I too am seeking ways of being less the sage on stage but find ways to self-direct and built leader.

    Terrell Neuage

    Posted on 1/27/15 10:38:17 PM Permalink

    Which of these strategies do you currently incorporate into your professional development sessions?

    1 . Forming small groups then coming back to the total group to discuss findings gives more individual input.

    2. giving choices for activities

    Which of the strategies, tools, and tips do you think will be most useful for you in your future professional development sessions? Why?

    Giving teachers opportunities to discuss their prior practices I found to be an incredible tool at my previous school which was an international school in China with teachers from about 20 different countries with many different approaches to teaching. I was the technology integration specialist and led many professional developments both at our school and at international conferences.

    Because there were all subjects involved it was important for teachers to know why they were learning about something and how it would apply to their particular subject area. Some topics such as demonstrating Power School which was used for attendance, grades, and etc. or Rubican Atlas was straight forward – theses were school-wide tools for administration and exchange. Other topics such as using web creation tools or film in the classroom were designed for the individual subjects.


    Aaron Metz

    Posted on 1/27/15 1:37:41 PM Permalink

    Which of these strategies do you currently incorporate into your professional development sessions?

    Need to Know: I always explain the Why, What and How

    Self-Directing: I always invite them into the learning process, at the beginning (asking), in the middle (break to one-on-one) and at the end (feedback survey)

    Experience: I tend to use a forum to facilitate shared experiences.

    Which of the strategies, tools, and tips do you think will be most useful for you in your future professional development sessions? Why?

    Given the challenge of physical time and space for learning in my workplace, I think self-directing is most useful.


    KIM CAVANAUGH

    Posted on 1/27/15 11:00:35 AM Permalink

    Some good tips. As a teacher our primary goal should be to establish relevance and motivation in learners, no matter their age.

    Deborah Lloyd

    Posted on 1/27/15 5:43:26 AM Permalink

    I use a lot of these strategies already e.g. explain what, why, how at start and throughout lesson., ask for best practice tips from learners. Most useful tips will be to offer choice of activities or ask them the sequence of activities/learning they would like to follow.

    Sam Bizri

    Posted on 1/27/15 3:46:20 AM Permalink

    Which of these strategies do you currently incorporate into your professional development sessions?

    I try to incorporate most of them looking at ‘what, how and why'.

    Which of the strategies, tools, and tips do you think will be most useful for you in your future professional development sessions? Why?

    my approach varies depending on the skill level of the class. Feedback is most important even after the learning has been completed.


    Valerie Agramonte

    Posted on 1/27/15 12:12:41 AM Permalink

    The Need to Know strategy is of the utmost importance, and ideally, your audience will have signed up for the session voluntarily. Therefore, the Need to Know is really a Want to Know.
    Going forward, making sure I am aware of the relevancy of the learning and the learner's motivation will be most useful to me. Without the learner, there would be no professional development session, so beginning with the end in mind will help create the most productive session.

    Yevhen Plotnikov

    Posted on 1/26/15 10:46:17 PM Permalink

    As for 'involve them in the planning and learning process' it is not always a very good idea, especially if you teach learners of different background, age and needs. The other strategies are usually used by any professional teacher. They are among the basic things you should know entering any classroom (not only adult, besides).

    Halle Cisco

    Posted on 1/26/15 9:15:01 PM Permalink

    I try to be consistent in "Need to Know". I have been known to go off on a tangent and sometimes have a difficult time bringing it back to the Objective. Using strategies like the Need to Know helps my students understand the intentions and why I might be telling a story.

    I have found Need to Know and Relevancy Oriented strategies that adult learners identify with. The want to know why they are learning the information and how it is relevant to them.

    Anita Thiernian

    Posted on 1/26/15 8:41:08 PM Permalink

    I do state at the beginning of each workshop what our goals are, that is, the what and how. I don’t know that I necessarily cover a why since that feels more like a question people need to answer for themselves. Presumably they’ve considered the why before signing up.

    One thing our department hasn’t done consistently is to provide good feedback opportunities. I feel that this is a really important tool and am in the process of putting together a survey where participants can offer constructive feedback on their experience as well as indicate other topics they’re interested in pursuing.


    Ronald Byrd

    Posted on 1/26/15 8:13:22 PM Permalink

    I was just discussing this with my wife, who is also an educator. She hates presenting with me, because she never knows where I am going with thing. She just knows that, somehow, I will end up where i wanted to according to the lesson agenda. I go with what the class is giving me as far as feedback.

    In the future, continuing my practice of asking for feedback after each session or each attempt at the online learning I create, will continue to be valuable.

    Jonas Almeida

    Posted on 1/26/15 12:54:38 AM Permalink

    Every class is so unique in its own way, I think it's impossible to have a single approach to the same content all the time.

    I see myself changing exercises, tests and etc due to how the class is flowing.

    I should quote Bruce Lee's 'Be Water', but probably everyone had heard that before.

    Tonya Mills

    Posted on 1/25/15 11:54:15 PM Permalink

    Which of these strategies do you currently incorporate into your professional development sessions?
    I try to make sure to use the use the ‘what, how and why’ with adult learners. I want to make sure that it’s clear that the time they spend in the meeting/training will be time well spent.

    Which of the strategies, tools, and tips do you think will be most useful for you in your future professional development sessions? Why?
    This year we are working closely with designated campus-based technology facilitators at each campus. I believe we haven't’ had a chance to ask them their prior and best practices. It makes me sad to think that we may have missed out on such a wealth of knowledge by using the same old manner of lecturing down to the masses without asking their opinion on matters.

    To break this habit, I will make sure to incorporate the KWL chart at our next meeting (will have to think of a way to make it electronic with instant access to the results).

    David Hotler

    Posted on 1/25/15 10:39:50 PM Permalink

    The strategy I find easy to incorporate is designing the learning experience to meet the immediate needs of the learner. I often times hold my professional learning sessions right in a teacher's classroom and help solve their issues while answering the questions of other teachers.

    I need to work on brining the experiences of my learners to the forefront of the learning session. I do a poor job of making sure they are heard and that their experiences are used as leverage in my session.

    Mark Janke

    Posted on 1/25/15 7:38:05 PM Permalink

    • Need to know – In the PD sessions I've conducted, I usually start by telling the class a brief description and example of what each of the tools are and why they are relevant to education. I also clearly list the objectives of the PD session
      • Self-directing – I always encourage my fellow staff to raise their hands and give feedback. If they've already learned what I'm sharing, let's skip it. I also ask which topic the group is most interested in learning. I will also give options. Those who want to learn about Photoshop are in one group, illustrator is another, voice another. Then using a flipped teaching model, I can teach lessons to all three at once. In the physical world, I circulate and help with questions.
      • Experience – I often have staff volunteer successes or problems that they've had with a particular topic. I can then use those as examples in class and they can share more of what they did and how it was done.
      • Relevancy-oriented – Often, a workshop is set up for a certain type of teacher. As a high school/college teacher, I have noticed that most PD sessions seem to be geared for lower grade teachers. That's why I will usually ask teachers from both groups to share what they'd like to learn and adapt material as much as possible to meet their needs. I also keep running notes with questions and topics that they would like additional information on.
      • Problem-centered – I collect problems that students are having with learning using a google form. Themes will usually arise and I can then adapt a lesson to solve that problem. Usually, I'll ask the class for solutions first to see if anyone has experience that they're willing to share.
      • Intrinsic / extrinsic motivators – Often, I'll let them know that they can get more work done in a shorter or more professional way (extrinsic). It will make them look polished and professional (intrinsic)

    Ginger Armstrong

    Posted on 1/25/15 4:17:33 PM Permalink

    Self-Directing- just to get them to participate we negotiate: time, place and schedule. We go with the majority.

    Also have used the KWL; how this learning will benefit you (credit for licensing is easy but it doesn't make them want to be there)

    I need to work on experience because they normally have no experience with the tools or applications I am using so I need to think carefully about this.

    Albor Moscoso

    Posted on 1/25/15 3:47:49 PM Permalink

    1. Some of the strategies that I've used are Life time experience, which leads to self directing learning. Having some input helps open discussions and communication bridges.

    2. Next time I develop some seminar I will incorporate more KWL strategies, posting problems and setting self-directed activities to get the audience involved in their own learning practices and be able to teach themselves using these strategies.

    Tarek Bahaa El Deen

    Posted on 1/25/15 12:57:29 PM Permalink

    Which strategies I'll currently incorporate into my professional development sessions
    the strategy of Need to Know : I'll encourage the trainees to study interest by explain why they need to learn this course, and what the benefits on their professional development.
    The strategies, tools, and tips i think it will be most useful for me in my future professional development sessions is Intrinsic and Extrinsic. because of both motivators intrinsic and extrinsic are give the human been more power to achieve their goals.

    Roberto Alejandro Nuñez Lévano

    Posted on 1/25/15 6:23:11 AM Permalink

    Which of these strategies do you currently incorporate into your professional development sessions?

    When planning my sessions I currently apply, the Need to Know, Relevancy-Oriented and Problem-Centered Knowles’s Assumptions.


    Which of the strategies, tools, and tips do you think will be most useful for you in your future professional development sessions? Why?

    I think I will be applying Self-Directing and Intrinsic and Extrinsic Motivators strategies to keep my students motivated and focused on how they will apply my knowledge to real-life situations.


    anna bach

    Posted on 1/25/15 4:40:32 AM Permalink

    Which of the strategies, tools, and tips do you think will be most useful for you in your future professional development sessions? Why?

    The most useful tips would be the KWL chart that allows you to work with participants to choose and ask for input and finds out what they would really like to learn - this will really help to make the session useful. Forming a problem to solve from data collection prior to, or during the session because this will assist in stimulating participants and helping them see the relevancy.

    Robert G West

    Posted on 1/25/15 1:21:33 AM Permalink

    I always establish relevance with my students. One strategy that I don't use is to allow the learners to direct the curriculum. I tend to chart out a course of learning and guide them through it, but clearly the adult learner wants the opportunity to participate in the learning path.

    Martin Guinn

    Posted on 1/24/15 8:38:11 PM Permalink

    The strategies that I use are the "need to know" and "relevancy-oriented." The other assumptions or strategies will come up as discussions take place or as the session progresses.

    I hope to focus more on "self-directed" and "problem-centered" assumptions for future training sessions. These assumptions will help engage my audience more and give them more training by-in.

    PIERRE MICHEL

    Posted on 1/24/15 6:20:45 PM Permalink

    Most of the workshops that I have held in my school were of 'motivating factor'. A new equipment or software is introduce in the school and naturally a group of teachers will want to learn and get familiarized with that piece of equipment. I have used part of the K-W-L -- without the K. Since its a new topic, I just use 'What' they want to learn and what they have learned. This is the first time that I am learning about Knowles and feel that it will better serve me in future professional development that I facilitate.As an adult learner myself, I was not surprise by Knowles’s assumptions that adult learners are best facilitated when you utilize the adult prior experience and any new learning, the deeper and more permanent the learning will be.

    Brenda Tuncer

    Posted on 1/24/15 4:02:30 PM Permalink

    I try to use this stratgies in all of my trainings. It is hard to remember I get nervous. But with the graphic organizers you have supplied I will be more careful and when I plan I will plan them into the trainings

    Kathleen Rush

    Posted on 1/24/15 3:31:01 PM Permalink

    I've been introduced to Knowles strategies and have tried to incorporate them into my sessions. I agree with what was send at the end of the slideshow, its a little at a time. Some sessions go great and I am able to hit on every strategy. Sometime it just doesn't pull together as I would like. I need to focus more on using my adult learner's prior experience and having them share this out. I don't think I allow enough time for this. Also, working in the intrinsic and extrinsic motivators is something I really need to focus on. For myself that is easy. Taking this course was motivated by both intrinsic and extrinsic factors; I not only want to grow and perform better in my position for myself, but I am looking at my resume and how this can help me advance my career.

    Christopher Hill

    Posted on 1/24/15 12:43:49 PM Permalink

    Seems obvious (like all good ideas), but it's nice to see it all written down and explained in this way. I hadn't heard of Knowles before but as an educator I was already using these 6 assumptions. Now I have a source to back up my approach and a way of expressing what I currently do.

    jessica millar

    Posted on 1/24/15 7:46:38 AM Permalink

    This is not dissimilar from teaching teenage learners but I agree with what has been said about relevance and giving people ownership of their learning. All these tips are useful but I think most important is knowing your audience and what it is that they want, if you understand who you are teaching and what motivates them at that particular stage in their lives whatever their age you will be able to engage them far more.

    Shanlee Liu

    Posted on 1/24/15 6:29:58 AM Permalink

    I am reminding myself everyday to let my students and educators to have all of these motivators incorporate into my everyday teaching and learning. I am practicing asking my learners what are the most relevant or important problems they are facing everyday for the essential questions we ask ourselves. Then we can form projects together to try to solve it together with research, technology and the help of Adobe software.

    Dawn Maitz

    Posted on 1/24/15 6:14:38 AM Permalink

    Which of these strategies do you currently incorporate into your professional development sessions?

    I'm mindful of all the strategies that were mentioned. I need to spend a bit more time on "making connections" and focus additional time on intrinsic and extrinsic motivators.

    Which of the strategies, tools, and tips do you think will be most useful for you in your future professional development sessions? Why?

    I think all of the strategies mentioned are useful. Setting up an appropriate environment for positive engaged learning is essential.


    Sarah Buncum

    Posted on 1/24/15 1:00:00 AM Permalink

    I actually us all the principles. However, there is a few that I need to improve or focus more on.

    I am struggling with Intrinsic and Extrinsic motivators. I understand and bought into the concept but needs to apply the concept more.

    Dominic McCall

    Posted on 1/23/15 11:03:22 PM Permalink

    Like Konstantin i feel I use all of the principles in my teaching,

    Again 'Diplomacy' in training adults is a word to the wise, but I find understanding prior knowledge to be key in building learning journeys for students and staff.


    Philip Nyman

    Posted on 1/23/15 8:57:01 PM Permalink

    I liked the examples and will begin to use the KWL chart idea. When staff register for a class they will be asked to complete such a chart so that I have a better way to connect the topics to their own work. Currently, I do make it clear why the material is important and give general examples of how it relates to their work. Our classes don't lend themselves to being self-directed, but the idea that people learn better when involved/invested is valid. We do discuss previous experiences (often difficult to get people to talk). In my latest course the entire course was a series of small problems to solve, so it certainly qualifies as 'problem-centered'.

    Konstantin Köhler

    Posted on 1/23/15 8:30:12 PM Permalink

    Which of these strategies do you currently incorporate into your professional development sessions?

    I am incorporating all of these strategies also when I am working with youth to give them a sense of ownership of their learning.

    Which of the strategies, tools, and tips do you think will be most useful for you in your future professional development sessions? Why?

    I think all of them are important when you are teaching and want to really engage your students (adults or young people). Everyone learns better when they can really connect to what they are learning and when they know they will be able to really use what they are learning in real life. And giving them the possibility to give input in how the learning sessions will be done they get a sense of ownership of the learning.


    Leonardo caroleo

    Posted on 1/23/15 5:11:45 PM Permalink

    Which of these strategies do you currently incorporate into your professional development sessions?

    Which of the strategies, tools, and tips do you think will be most useful for you in your future professional development sessions?

    I believe they all are strategies that you need to incorporated to some degree in sessions throughout, you can pin point and pause on certain strategies to highlight the why, whats and how's creating discussions and elliciting the information from the learners.

    Input and develop around the learners gives them ownership from the start and makes them feel the relevance immediately. This at the start as well as getting their previous experience helps to gauge the learners and give you an idea of what direction they want to go in. nce they feel comfortable in dialouge with groups it's astonishing how willing they are to learn and develop their learning.

    Ian Gilbert

    Posted on 1/23/15 12:40:54 PM Permalink

    All of them already. Making learning meaningful, building on past experiences, solving problems, allowing self-direction and the others.

    Sometime I like to give students a motivator by showing them first what they will be creating, and explaining the skills they will need to accomplish and how the skills improve their workflows. That works as long it doesn't appear overwhelming. Also giving them problems to solve can be an engaging activity.

    Firas Jadaan

    Posted on 1/23/15 8:14:51 AM Permalink

    Need to know - Self-directing - Experience - Relevancy-oriented - Problem-centered - Intrinsic / extrinsic motivators

    All Done in my courses :) Good video i love it

    Bob Tuttle

    Posted on 1/23/15 5:56:26 AM Permalink

    I have definately used the first 5 of the strategies when doing professional development. I find that the more I understand the needs of the individual or group I am working with, the better. I have not worked with Intrinsic and Extrinsic motivators in the past, and will need to think more about how to do that. I understand the concept, and need to find a way to put it into practice.

    Thomas Joseph

    Posted on 1/23/15 5:50:11 AM Permalink

    Lifetime experience - I try to make my teaching a life time experience for my students by trying to make my students apply what ever is learned in classroom in a real life scenario thus learning becomes more meaningful.

    Jason Webb

    Posted on 1/22/15 8:35:48 PM Permalink

    The skill that has helped me grow and develop better is getting constant feedback through out the session to see where everyone is and how they understanding the material. This helps me adjust my speed depending on the group and adjust the relevance of the material for the learners.

    Cindy Leonard

    Posted on 1/22/15 8:11:31 PM Permalink

    Isn’t that the truth - often it’s a matter of taking time to reflect on our practice and making the time to incorporate strategies.

    • Need to know – I do this in all my classes now – explain what they are going to learn and reflect on what they’ve learned at the end of class.
    • Self-directing – I don’t ask about topics (though our organization does ask about topics overall in our evaluations), need to find a way to incorporate this. I can’t imagine how to incorporate multiple activity choices in a 3 or 6 hour class, but will think about this. I do ask about timing and break frequency during activities – try to build flexibility into the class time to make this possible.
    • Experience – I go around the room at the beginning of each class and have each person introduce themselves and talk a little about their experience with the given topic. If it’s too large a group for this to be possible, I poll them somehow (show of hands, etc.) I’ve never asked about best practices, but I like that idea and would like to find a way to incorporate that!
    • Relevancy-oriented – I don’t really do this at all, but I like the idea of attempting this. I may try the KWL chart in a future class. If we have extra time at the end of a class, I frequently open it up for random questions and do my best to use those to teach skills and techniques that I hadn’t planned to cover in the class. If I don’t know something or don’t have time to address something, I follow-up via email after the session with links to additional resources.
    • Problem-centered – I feel like I could do a much better job at this. Either survey before the class or ask for “burning questions” at the beginning of the class.
    • Intrinsic / extrinsic motivators – I do try to remind participants on how the learning can impact their work and lives in a positive way throughout my classes.

    Walter Glogowski

    Posted on 1/22/15 8:06:59 PM Permalink

    I believe that I use all of the strategies at some time during the class. As for which I think are more useful. If you can get students to act as the teacher that is a very good!

    Roy Bailey

    Posted on 1/22/15 7:50:03 PM Permalink

    I love using Socrative.com at key points in a training session to determine the pace the course (too fast, too slow), what skills need additional reinforcement, what skills have we missed covering?

    In our multi-day training sessions, we have faculty members create something with the skills we've covered, and then share what worked and what didn't work with each other.

    Andrea Cebula

    Posted on 1/31/15 8:14:40 PM Permalink

    Socrative.com is great tip!

    Graeme Nelson

    Posted on 1/22/15 7:13:49 PM Permalink

    Many of you have discussed similar strategies to these I've put below:

    • The need to know - Discuss from the outset what is it that we will actually cover in the course and how that aligns with their expectations e.g. several from a group of teachers from Albania misunderstood the course blurb provided by the training provider for an online teacher training course and were expecting to learn online course design instead. I also set out clear learning intentions at the beginning of each online unit.
    • Self directing - Guide participants to resources and contexts (e.g. study groups/ study buddies) that can facilitate increased learner autonomy
    • Lifetime experience - Provide space and opportunities for participants to bring in their wealth of experience. Encourage them to contribute materials and resources that can be used in the training.
    • Relevancy oriented - Introduce scenarios to illustrate that what we study on the course can be applied to course participants' work.
    • Problem centered - Present an issue that e.g. using a particular element of a piece of software could help overcome
    • Extrinsic Intrinsic motivators - Once motivations have been ascertained from early discussions and needs analysis trrying to adapt materials or scenarios (mentioned above) to suit these, at least to some extent.


    John Foley

    Posted on 1/22/15 5:16:16 PM Permalink

    I have always found it useful to ask the students how the materials they are learn will help in their jobs. I have change whole lesson plans to fit a need of the students while making sure the students are meeting the lesson objectives.

    Andrea Marz

    Posted on 1/22/15 5:00:42 PM Permalink

    I finished an education degree last year and we had to show how we incorporated theory in the classroom all the time so I pretty much incorporate his strategies already. To be honest I think Knowles theory is common sense, learning needs to meaningful, especially for adults who are training to improve their careers, they want to see relevance in what they are learning and don't have time to waste.

    James Anderson III

    Posted on 1/22/15 4:37:19 PM Permalink

    One of the things I like to do is put the learner in the teacher role, as often as I can. I will break classes/sessions into groups frequently and put them in the role to become a subject matter expert on a part of the course content and then to teach it to the rest of the class. When possible, I try to support personal relevancy by allowing participants to choose which group or subject area/topic they will learn about and teach others.

    Matthew Miller

    Posted on 1/22/15 11:14:37 AM Permalink

    I currently use the Why, Lifetime, Relevancy and Task/problem centered strategies in my sessions. I think figuring out better ways to allow more self-direction is what I'll focus on.

    Moundir Al Amrani

    Posted on 1/22/15 9:41:27 AM Permalink

    I find it relevant and necessary to find out about the learners’ experience and knowledge they already have so that I can get an idea about the group. This is usually done through group discussion or a pre-test.


    Billy Walker

    Posted on 1/22/15 7:55:10 AM Permalink

    I am just getting involved in the teaching process as an additional revenue stream for my company. These videos have provided food for thought and I intend on making use of all the points that have been discussed as they seem to make sense.

    Viviani Barrera

    Posted on 1/21/15 9:38:59 PM Permalink

    I usually ask the students about the pace of my classes, if the students are fine with that or not. I also ask about their fields, jobs and areas of interest, which makes it easier for me to adapt my class to the group.
    I think the KWL chart would be something I could try during one semester to see if it helps me with some feedback. It may be a very useful tool.

    Jeredene Mayfield

    Posted on 1/21/15 8:33:34 PM Permalink

    I review what my goals for the class are.
    I ask the class what they expect to get out of the class and prior experience.
    I had to learn to have agendas as they are not really important to my personality type.
    I do offer alternative choices in the assignment arena.
    Analogies, analogies, analogies!
    I ask them to complete a 3-2-1 form for self reviewing and feedback for me.
    (3 things they learned, 2 things they want to remember, 1 thing they want to know more about)

    Gail Dunn

    Posted on 1/21/15 7:54:40 PM Permalink

    In my training sessions, I like to see what kind of experience I have in the group. I also like to get a feel for any expertise they may have. Whether a written KWL chart, or an informal survey is used, gathering information about your audience allows you to adjust the pace of your training to spend your time where it is most needed. There is nothing more frustrating than sitting through a training that you could have taught better.

    Sue Howlett

    Posted on 1/21/15 12:28:14 PM Permalink

    I use most of the strategies outlined in the slide show, I use a session feedback form, which informs any improvements and or suggestions for use in my next session

    john dimitriou

    Posted on 1/21/15 10:58:26 AM Permalink

    I like the fact that I can ask the participants what they hope to learn in my program and how they plan to use this new knowledge. The assumptions work in helping to focus thinking not only for me as teacher but also for the participants around this question.

    The need to know - What is it that I'll be learning that is going to be important?

    Relevancy oriented - What is relevant for me to really understand?

    Self directed - I'm investing and learning this so I can. ..?

    Problem centered - What are some problems that I will encounter? How do I deal with problems?

    Lifetime experience - What experience and skills have I already acquired and learned that I can bring tò this task?

    Extrinsic Intrinsic motivators - Why am I doing this?

    Mafaz Pun

    Posted on 1/21/15 2:25:50 AM Permalink

    well, I use most of them and I think these strategies are really useful and important

    I rarely ask them "what problems they are facing" and I think this strategy is very important and useful, that you make sure they don't proceed until they fix their issues

    Liz M

    Posted on 1/20/15 10:47:06 PM Permalink

    In my current training I often request a pre-course survey to be completed this includes past experiences, current job role, common day to day tasks/projects, issues faced and goals for the training. During training I do often ask how relevant particular exercises are to their current work and also allow some time for "free choice" allowing students to work on their own specific tasks.

    Appealing to both Intrinsic and Extrinsic Motivators is something I will look to incorporate more.

    Lori Valasek

    Posted on 1/20/15 10:07:59 PM Permalink

    in teaching aerobics I have used most of these lessons but didn't even know I was until now when I listened to the video. I will now be more aware of it when I set up a class teaching adobe photoshop to seniors. and that's not high school seniors.

    Gary Crossey

    Posted on 1/20/15 7:11:51 AM Permalink

    Overview of the coming lessons. I ask the group what skills that they need to learn.

    I look forward to trying the choice system more often.

    Leon Felipe Carrizosa

    Posted on 1/20/15 5:11:44 AM Permalink

    Depending on the group I use different approaches. But always try to get information, about their interests, why are taking the course, why they expect, what they want to learn and what they already know.

    Keeping a bidirectional class helps a lot, asking questions and encouraging people to ask questions, so you can know more about your students. Then, I try to keep all my examples in a real context, practical and relevant to the students experience according to what I know of them. Also, when possible, I give options about class topics, what topics do they want to see more in deep and timing of breaks.

    Rachel Haselby

    Posted on 1/19/15 5:57:49 PM Permalink

    I generally do ask for some input, I like the idea of having learners choose from 2 or 3 options. I have been part of PD sessions where they said "what do you want to do today" and left it open. As a result, I don't feel like I took very much away from that day. I think if they had made a list of a few things to cover and let us choose from that list, it could have gone better, with better results.

    I have never used a KWL chart while leading pd. I think I may start. I can think of a couple of instances where it would have been helpful. This would not only help to direct the discussion, but it would help to just open up discussion.


    Brian Dawson

    Posted on 1/19/15 4:16:48 PM Permalink

    When I create a professional development workshop, I make four tracks based on the initial goal of learning a specific technology. These four tracks are intended to instruct the participants in new ways to do a specific task, but would enable them to choose which they would like to work with. It gives the class options as to which way they want to learn a process, making them become an important cog in their learning.

    Matthew Miller

    Posted on 1/22/15 11:12:48 AM Permalink

    Brian, could you post an example of your four tracks? This sounds like a useful practice I want to emulate, but I'm have a bit of trouble envisioning it. -Thanks!

    casey unangst

    Posted on 1/19/15 4:15:29 PM Permalink

    I make sure to tell my learners why the training I am presenting will benefit them so they know it is something they can apply themselves to real life situations.

    I would love to have the opportunity to ask my peers what they would like to know about a specific topic. This is not always an option since the training is dictated from administration, but asking about future training would be valuable. I think a great way to engage the adult learner would be to use an example from their prior knowledge of how they did something and show how this technology will make that task EASIER!!! That would make a real life connection that makes sense for them.

    Keyasha Johnson

    Posted on 1/19/15 5:08:31 AM Permalink

    I think its really important to respect the life experiences and time of adult learners. As a trainer, I will come prepared for the session with meaningful, applicable content. I plan to always listen to and solicit feedback from my learners. This can be very helpful in shaping the course content and atmosphere of the learning environment.

    Michael Larocque

    Posted on 1/19/15 1:00:38 AM Permalink

    I believe it is so important to find out what your participants want to get out of PD sessions. As a participant, I appreciate when this happens before the session, so that the content can be tailored to the our needs. Often, what seem like important areas of focus for the educator might not hold the same importance to the participants. If we want our lessons to be relevant and meaningful to our participants, finding out what they want to learn and why they want to learn it should be done as early as possible. The best sessions that I have attended are ones where the instructor was able to deliver content that directly addressed a current issue I was facing.

    Rachelle Wooten

    Posted on 1/18/15 4:17:58 PM Permalink

    I currently survey participants at the beginning and ask them what would they most like to gain from this session. I also include examples for specific content areas when I can so they see how they can use it in class tomorrow.

    The most useful tip for me is asking them, "what challenges or problems are you facing?" and making that the question I make sure I address and problem I solve for by the end of the session. If I have an idea of what those challenges are I may prep in advance for some common explanations.

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