1. Supporting Active Learning for Adults: The Who, What, and How Camille Catlett FPG Child Development Institute

3. Professional Development

4. NPDCI Definition of Professional Development “ Professional development is facilitated teaching and learning experiences that are transactional and designed to support the acquisition of professional knowledge, skills, and dispositions as well as the application of this knowledge in practice…..

5. Definition (continued) The key components of professional development include: a) characteristics and contexts of the learners (i.e., the “who” ); b) content (i.e., the “what” of professional development ); and c) organization and facilitation of learning experiences (i.e., the “how”). 1 ”

6. Your Professional Development Interests Who are the learners? Getting to know the audience Applying the concept of multiple intelligences to adult learners: How do they prefer to learn? How will they learn most effectively? What is the content? Creating the balance between the big concepts and the details What do the learners know ? What do they need to know? Keeping the content relevant and applicable

7. Your Professional Development Interests How will the content be delivered? Creating a good mix of activities to move students toward mastery Creating a balance between structure and flexibility Encouraging participation Finding and using good instructional materials Answering questions Managing time Finding good examples of syllabi, PowerPoint presentations Handling nerves

8. What Do We Know About Adult Learners (the who)?

9. Adult learners are … self-directed want the learning to be relevant to their lives and experiences goal-oriented practical eager to be respected (Lieb, 1991)

10. Adult learners are stimulated by … environments that feels safe and supportive environments that foster intellectual freedom and encourage experimentation and creativity opportunities to be treated as peers active involvement in learning regular feedback mechanisms (Billington, n.d.)

11. WHAT Drives the Content of Professional Development? naeyc State Standards & Licensure Competencies and Credentials OSEP Outcomes National Professional Organizations (e.g., NBPTS, ASHA, AOTA, APTA) Head Start Performance Standards

12. HOW is PD provided? Traditional methods Preservice teaching and inservice training Promising but unproven strategies Consultation Coaching Mentoring Communities of practice

13. One thing we can say with certainty about professional development is that workshops alone are not effective. A recent survey of Part C and 619 Coordinators indicated that workshops were the primary mode for delivering training and technical assistance. (NPDCI, 2011)

14. Effective Professional Development … …is grounded in specific practice-focused content. …is intense, sustained over time …is organized around a sequenced approach to learning …emphasizes application to real life situations …builds on learner’s current level of understanding …includes guidance and feedback to the learner …is aligned with instructional goals, learning standards, and curriculum materials (Trivette, Dunst, Hamby, & O’Herin, 2009; Winton, 2006)

16. Your Professional Development Interests: Who are the learners? Getting to know the audience Straw polls Surveys Draw out personal experiences through reflection and dialogue  School memory Dealing with learners who are apathetic/noisy/late/unprepared Establish clear guidelines and expectations  Ground rules or agreements Model respectful interactions with students and colleagues

17. Your Professional Development Interests: What is the content? May be predetermined; check for flexibility What do you want participants to know and be able to do afterwards? Opportunities to promote core values, e.g., inclusion Infusion Extension Start with the basics and build (Winton, McCollum, & Catlett, 2007)

18. reading lecture reading lecture role playing field application case studies role playing field application demonstration observation interviewing problem solving brainstorming discussion guided reflection self-analysis clinical supervision guided reflection follow-up plans coaching Attitudes, values Skill Knowledge Awareness Complexity of synthesis and application required LowHigh A model for matching training approach to desired training outcomes and complexity of application (Winton, McCollum, & Catlett, 1997 ; adapted from Harris, 1980) Desired impact (learning outcomes from low to high)

19. What is an ampersand?

20. Draw an ampersand

21. &

22. UDL: Multiple Means of Representation kinesthetic Visual auditory

24. Building Dispositions: What We Know Five most influential experiences in building culturally responsive dispositions (Kidd, Sanchez, & Thorp, 2008) Material resources Interactions with diverse children, families and colleagues Diverse internship experiences Discussion and dialogue Critical reflection

25. Features to Shoot for Relevant & realistic content Active, engaging sequential process Opportunities for discussion, processing & reflection Support from a facilitator Evaluation

26. Your Professional Development Interests: Instructional Design and Delivery Creating a good mix of activities to move students toward mastery Force yourself to limit the verbal (or visual) lecture  The Change-Up in Lectures (Middendorf and Kalish, 1996) Alternative: true/false quiz Use meaningful activities and energizers  Put Yourself on a Continuum vs. juggling  Apple activity Cooperative and small group learning

28. Use video segments effectively

30. Your Professional Development Interests: Instructional Design and Delivery Creating a balance between structure and flexibility Prepare more than you can possibly use so you can speed up or slow down Know your material well Encouraging participation Make expectations for participation clear in course or workshop criteria

31. Your Professional Development Interests: Instructional Design and Delivery Finding and using good instructional materials Natural Resources, Baby Talk Resources for Supporting Each Young Learner Handout

32. Landing Pads SCRIPT-NC Supporting Change and Reform in Preservice Teaching in North Carolina http://scriptnc.fpg.unc.edu/resource-search

33. EDU 144 Landing Pad

35. See For Yourself http://www.ecetp.pdp.albany.edu/videolibrary.shtm

36. See for Yourself

37. Your Professional Development Interests: Instructional Design and Delivery Answering questions Managing time Handling nerves Organizing your content/syllabus

38. Your Professional Development Interests: You’re a Learner, Too! Assessing your teaching effectiveness Constant monitoring and feedback Coffee, tea, water Remembering what it is like to be a student

40. Professional development that does not produce change is as useful as a parachute that opens after the first bounce. PJ McWilliam

41. All learning occurs in the context of relationships.

43. For more information Camille Catlett FPG Child Development Institute CB #8185UNC-CH Chapel Hill, NC 27599-8185 Phone (919) 966-6635 Fax (919) 843-5784 Email catlett@mail.fpg.unc.edu