Copy of step_professional_development_part_1Presentation Transcript
Warm-Up: Register in ERO for this session On your notecard,write a definition for:
Team Building Activity Who are You?
Team Building Activity
Using a Google Presentation:
Create a Team Logo (using Wordle) - 1 slide
Create a Contact List - 1 slide
Create a Slogan and Mission Statement - 1 slide
Find and link to a Team Song - 1 slide
CHANGE is like SUNSHINE... Some CHANGE because they see the LIGHT and some CHANGE because they feel the HEAT.
An effective change agent is someone who...
Isn't afraid to change course and challenge the status quo
Helps others embrace change without feeling threatened
Respects and uses the wisdom of experienced teachers
Builds bridges between old and new ideas
Engages teachers in evaluative thinking
Models continuous improvement in one's own work
the teaching of adult learners
consists of strategies focused on teaching adults
is often interpreted as the process of engaging adult learners in the structure of the learning experience
Differences between Children and Adults as Learners:
Trait Children Adults
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 "clean slates" 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
Professional Development Pet Peeves 3 Qualities of Good Professional Development
Know Your Audience
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
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
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
Most people are predominately one type of learner, but can adapt to another style.
Learners tend to look for their preferred style in learning situations
Here are some of the main learning styles...
Visual Learners Characteristics Teaching Strategy
Process new information best when visually illustrated
Learning Styles Assessment Complete inventory & email yourself the results
Building Your ChIP
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
What skills does your staff currently have?
What skills do they need?
2) Articulate the Vision
How does administration view technology in your building?
What are models of effective teaching practices and methodology?
How will you share this vision with the administrators/teachers?
How would handle resistance?
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
What MTTS will be addressed?
Are these goals measurable?
4) Develop the Modules
What is the time frame?
What evidence, experiences and instruction will you include?
5) Evaluate the ChIP
What tools will you use to measure success?
Consider one of the skills taught during STEP to implement at your school.
Begin your ChIP.
Sharing your ChiP
How will you communicate your vision to administrators and staff?
How will you confront resistance to change?
How we communicate:
Approaches to Delivery... Verbal Nonverbal
General Delivery Tips...
Face the audience
Establish Norms for Interaction
Address potential distractions
Control the pace
Speak clearly and authoritatively
Ask questions to check for understanding
Review as you go along
Vary the energy level
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