Practical PD: Simple and Worth Their TIme
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The document outlines characteristics of effective professional development (PD) according to participant preferences. It lists over 40 items that describe an ideal PD, focusing on hands-on learning, clear expectations, examples, choices, interaction, and building on prior knowledge and experience. It emphasizes allowing participants to learn at their own pace and through their interests. The document extracts these preferences from a book on differentiated coaching and learning styles.
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Practical PD: Simple and Worth Their TIme
- 1. Simple and Worth Their Time Practical PD
- 2. What’s your ideal PD? Let me know the plan Let me follow my own lead Let me do something Let me lead as I learn Has clear expectations/goals Shows me examples Provides steps to the process Answers my questions on the spot Gives me time to think Lets me work with facts Avoids surprises Builds on my prior knowledge Lest me know how I’m doing along the way Connects to prior experience Hands-on from the start Gives me steps to follow Lets me think out loud with others Tells me why I’m learning this Talking and moving Realistic deadline Gives examples Provides clear expectations Light on theory Uses my skills and experience Dive deep into my interests Avoids repetition and routine Lets me figure out how to do it Gives me choices Listens to my ideas Lets me learn independently Allows for imagination Helps my vision become reality Freedom to be curious and creative Provides resources to build on Starts with the big picture Allows me to dream big Lets me find a new way to do it Lots of interaction Gives me choices Changes the activities Sharing what I’ve learned with others Puts me in charge of something Group talk/work Freedom to come up with my own ideas Content from Differentiated Coaching. Jane Kise. Chapter Six: Learning Styles and Coaching, page 115-118.
- 3. What’s your ideal PD? Let me know the plan Let me follow my own lead Let me do something Let me lead as I learn Has clear expectations/goals Shows me examples Provides steps to the process Answers my questions on the spot Gives me time to think Lets me work with facts Avoids surprises Builds on my prior knowledge Lest me know how I’m doing along the way Connects to prior experience Hands-on from the start Gives me steps to follow Lets me think out loud with others Tells me why I’m learning this Talking and moving Realistic deadline Gives examples Provides clear expectations Light on theory Uses my skills and experience Dive deep into my interests Avoids repetition and routine Lets me figure out how to do it Gives me choices Listens to my ideas Lets me learn independently Allows for imagination Helps my vision become reality Freedom to be curious and creative Provides resources to build on Starts with the big picture Allows me to dream big Lets me find a new way to do it Lots of interaction Gives me choices Changes the activities Sharing what I’ve learned with others Puts me in charge of something Group talk/work Freedom to come up with my own ideas IS ES IN EN introversion sensing extraversion sensing introversion intuition extraversion intuition MBTI® Content from Differentiated Coaching. Jane Kise. Chapter Six: Learning Styles and Coaching, page 115-118.
- 4. What’s your ideal PD? Examples that tie to your current practices, curriculum, and other staff development focuses Tie-ins to theory and research, as well as making other resources available for them to go deeper Real-life examples from student work, literature, lesson plans, etc. Ties in to the big picture of how you might use the content or tool, along with theoretical connections IS ES IN EN introversion sensing extraversion sensing introversion intuition extraversion intuition MBTI® Content from Differentiated Coaching. Jane Kise. Chapter Six: Learning Styles and Coaching, page 115-118.
- 6. What this means. Meet the needs of most.
- 7. Memory “Memory is a crazy old woman who hoards colored rags and throws away food.” Austin O’Malley
- 8. What will you remember? Cognitive Load Theory
- 9. What will you remember? Short-Term Memory Working Memory
- 10. Chunk the content. 1 542 3 meaningful chunks
- 11. Chunk the time. 12-20 minute chunks
- 14. Pay attention. It’s about flow.
- 15. Pay attention. Good ones flex. Great ones flow. Rachel Wente-Chaney
- 16. How’s your energy level?
- 17. Monitor and adjust. Set the tone(s).
- 18. You’re only as good as your… Content
- 19. Content is king. 1 2 3 Chunk
- 20. Content is king. A B C Simplify
- 21. ‣ assume they’ll get it ‣ respect prior knowledge Meet them. Novice Expert ‣ essential skills ‣ to relate to prior knowledge
- 22. We all need… time to move.
- 23. We all need… time to reflect.
- 25. 1Meet the needs of most.
- 26. 2Chunk your content and time.
- 27. 3It’s about flow.