Copy of step_professional_development_part_1


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  • The speaker does say the word "Hell" at 2:27/2:28 Stop the video at 3:23
  • Copy of step_professional_development_part_1

    1. 1. <ul><li>Warm-Up: Register in ERO for this session On your notecard,write a definition for: </li></ul><ul><li>  </li></ul>
    2. 2. Team Building Activity Who are You?
    3. 3. Team Building Activity <ul><li>Using a Google Presentation: </li></ul><ul><ul><li>Create a Team Logo (using Wordle) - 1 slide </li></ul></ul><ul><ul><li>Create a Contact List - 1 slide </li></ul></ul><ul><ul><li>Create a Slogan and Mission Statement - 1 slide </li></ul></ul><ul><ul><li>Find and link to a Team Song - 1 slide </li></ul></ul>
    4. 4. CHANGE is like SUNSHINE... Some CHANGE because they see the LIGHT and some CHANGE because they feel the HEAT.
    5. 5. An effective change agent is someone who... <ul><ul><li>Isn't afraid to change course and challenge the status quo </li></ul></ul><ul><ul><li>Helps others embrace change without feeling threatened </li></ul></ul><ul><ul><li>Fosters collaboration </li></ul></ul><ul><ul><li>Respects and uses the wisdom of experienced teachers </li></ul></ul><ul><ul><li>Builds bridges between old and new ideas  </li></ul></ul><ul><ul><li>Engages teachers in evaluative thinking </li></ul></ul><ul><ul><li>Models continuous improvement in one's own work </li></ul></ul>
    6. 8. Andragogy is... <ul><ul><li>the teaching of adult learners </li></ul></ul><ul><ul><li>consists of strategies focused on teaching adults </li></ul></ul><ul><ul><li>is often interpreted as the process of engaging adult learners in the structure of the learning experience </li></ul></ul>
    7. 9. Details
    8. 10. Differences between Children and Adults as Learners: <ul><li>  Trait                          Children                              Adults </li></ul>IMPORTANCE Rely on others to decide what is important to be learned Decide for themselves what is important to learn VALIDITY Accept the important being presented at face value Need to validate the information based on their beliefs & experiences Usefulness Expect what they are learning to be useful in their long-term future Expect what they are learning to be immediately useful PAST EXPERIENCES/ PREVIOUS LEARNING Have little experiences to draw - are relatively &quot;clean slates&quot; Have much experiences - may have fixed viewpoints AS A RESOURCE Little ability to serve as a knowledgeable resource to teacher or fellow classmates Significant ability to serve a knowledgeable resource to trainer and fellow learners
    9. 11. Professional Development  Pet Peeves 3 Qualities of Good Professional Development
    10. 12.   Know Your Audience
    11. 13. Key Principles of Adult Learning Need to know WIIFM - What's in it for me? Self-Control Self-directed and have need to have control of their learning Experience Bring life experiences, valuable resources to value and use, adults can teach and/or learn Relevant Adults want to learn what is applicable to them Topic vs Theory Adults have practical focus. How do I do it? Intrinsically motivated Driven to learn by forces within themselves not external factors
    12. 14. Using Principles of Learning as a Leader: Need to know Get the learners to feel a need to learn, show value, what's in it for the learner Self-Control Ensure your goals are their goals Experience Relate to learners' experiences, and draw on that experience - increases relevance, participation and buy-in Relevant Keep learning relevant to your learners Topic vs Theory Keep it practical, show how to apply learning Intrinsically motivated Give learners a sense of progress toward their own goals - keeps learners motivated
    13. 15. More to consider...   Article for further learning: Principles of Adult Learning Comfortable  Environment Includes a comfortable mood of trust and respect, as well as physical comfort. Shared Responsibility Get learners to take a share of responsibility, work towards delivering the training as a team Active Participation Discussion, activities, exercises - keep learners engaged
    14. 16. Learning Styles <ul><ul><li>Most people are predominately one type of learner, but can adapt to another style. </li></ul></ul><ul><ul><li>  Learners tend to look for their preferred style in learning situations </li></ul></ul><ul><ul><li>Here are some of the main learning styles... </li></ul></ul>
    15. 17. Visual Learners Characteristics Teaching Strategy <ul><ul><ul><li>Process new information best when visually illustrated </li></ul></ul></ul><ul><ul><ul><li>Help learners visualize tasks </li></ul></ul></ul><ul><ul><ul><li>Graphics, illustrations, images, demonstrations </li></ul></ul></ul>
    16. 18. Auditory Learners Characteristics Teaching Strategy <ul><ul><ul><li>Process new information best when spoken </li></ul></ul></ul><ul><ul><ul><li>Verbal directions </li></ul></ul></ul><ul><ul><ul><li>Lectures, discussion </li></ul></ul></ul><ul><ul><ul><li>Arrange for speakers </li></ul></ul></ul>
    17. 19. Kinesthetic Learners Characteristics Teaching Strategy <ul><ul><ul><li>Process new information best when it can be touched or manipulated </li></ul></ul></ul><ul><ul><ul><li>Provide hands-on learning opportunities </li></ul></ul></ul><ul><ul><ul><li>Short breaks, move frequently </li></ul></ul></ul><ul><ul><ul><li>Engaging activities </li></ul></ul></ul>
    18. 20. Reading/Writing Learners Characteristics Teaching Strategy <ul><ul><ul><li>Process new information best when written </li></ul></ul></ul><ul><ul><ul><li>Written instructions </li></ul></ul></ul><ul><ul><ul><li>Opportunities for writing </li></ul></ul></ul><ul><ul><ul><li>Opportunities for different kinds of writing </li></ul></ul></ul>
    19. 21. What's Your Learning Style?
    20. 22. Learning Styles Assessment Complete inventory & email yourself the results 
    21. 23. Building Your ChIP  
    22. 24. Change Implementation Plan (ChIP) to set goals at the beginning of the year Modified from the Maryland Technology Academy Summer Institute , 2010 Components of  the ChIP Points to Consider 1) Analyze the Need <ul><ul><li>What skills does your staff currently have? </li></ul></ul><ul><ul><li>What skills do they need? </li></ul></ul>2) Articulate the Vision <ul><ul><li>How does administration view technology in your building? </li></ul></ul><ul><ul><li>What are models of effective teaching practices and methodology? </li></ul></ul><ul><ul><li>How will you share this vision with the administrators/teachers?  </li></ul></ul><ul><ul><li>How would handle resistance? </li></ul></ul>
    23. 25. Change Implementation Plan (ChIP) to set goals at the beginning of the year Modified from the Maryland Technology Academy Summer Institute , 2010 Components of  the ChIP Points to Consider    3) Determine the Learning Goals <ul><ul><li>What MTTS will be addressed? </li></ul></ul><ul><ul><li>Are these goals measurable? </li></ul></ul>4) Develop the Modules <ul><ul><li>What is the time frame? </li></ul></ul><ul><ul><li>What evidence, experiences and instruction will you include? </li></ul></ul>5) Evaluate the ChIP <ul><ul><li>What tools will you use to measure success? </li></ul></ul>
    24. 26. <ul><li>Consider one of the skills taught during STEP to implement at your school. </li></ul><ul><li>Begin your ChIP. </li></ul>Timer
    25. 27. Sharing your ChiP <ul><ul><li>How will you communicate your vision to administrators and staff? </li></ul></ul><ul><ul><li>How will you confront resistance to change? </li></ul></ul>
    26. 28. Delivery
    27. 29. Delivery is... <ul><li>  How we communicate: </li></ul><ul><ul><li>content </li></ul></ul><ul><ul><li>information </li></ul></ul><ul><ul><li>thoughts </li></ul></ul><ul><ul><li>feelings </li></ul></ul><ul><li>  </li></ul><ul><li>  </li></ul>
    28. 30. Approaches to Delivery... Verbal Nonverbal
    29. 31. General Delivery Tips... <ul><ul><li>Face the audience </li></ul></ul><ul><ul><li>Establish Norms for Interaction </li></ul></ul><ul><ul><li>Address potential distractions </li></ul></ul><ul><ul><li>Control the pace  </li></ul></ul><ul><ul><li>Speak clearly and authoritatively </li></ul></ul><ul><ul><li>Ask questions to check for understanding </li></ul></ul><ul><ul><li>Review as you go along </li></ul></ul><ul><ul><li>Vary the energy level </li></ul></ul><ul><ul><li>Have fun </li></ul></ul><ul><ul><li>Rubric   </li></ul></ul>
    30. 32. Video Analysis We will watch a 6 minute video about presenting.  As you watch, think about how each presentation can be improved. After watching the video, take a moment to think about other presentation skills that you can personally improve upon .   Video  
    31. 33. Content
    32. 34. Content
    33. 35. Content <ul><ul><li>Don’t cover everything (Stick to the main message) </li></ul></ul><ul><ul><li>Identify key point and reinforce them throughout </li></ul></ul><ul><ul><li>Be clear on the objectives (yours and theirs) </li></ul></ul><ul><ul><li>Don’t over prepare, but know it well and be prepared for questions </li></ul></ul><ul><ul><li>It's okay to not know an answer - use your audience </li></ul></ul><ul><ul><li>&quot;Get&quot; the big picture </li></ul></ul><ul><ul><li>Effective presentations/visuals  </li></ul></ul>