So why then don’t we differentiate the professional development opportunities afforded to teachers like we differentiate in the classroom? Research conducted by Zepeda (2013) suggests that the conerstone of successful professional development is the way in which adults are engaged in the learning process and find it valuable and meaningful to the work they do in their schools and classrooms. Adult learning theory integrates action learning, experiential learning, self-directed learning and project based learning. Adult learners desire opportunities that make learning both an active and interactive process that is hands-on with concrete experiences and connected to their prior knowledge. Taking this in to account, I set about devising a way to deliver differentiated learning opportunities on Google Apps for Education to my colleagues at our weekly Wednesday staff meeting. One of the challenges with delivering professional development centered around the use of technology is there is such a variety of differences in knowledge and skills. In order to gauge where my colleagues felt they were at with integrating technology, specifically Google Apps into the classroom, and what Google Apps they wished to learn more about; I created and sent out a Google Form (survey) two weeks prior to our staff meeting to gain some background information. In the survey I asked respondents the following key questions:
The data I received back was great and gave some insight into the adult learners I would be assisting on their learning journey. However, the question of How am I going to deliver a PD session that is engaging and meaningful to my colleagues? still lingered in the back of my mind. After going backwards and forwards with ideas, I finally settled on creating a series of learning challenges for each of the Google Apps and allowing my colleagues to choose their own learning journey that meets their specific needs. This is how I structured our learning experience. Choose your own learning journey!
What makes this professional development session differentiated is that colleagues as learners can choose at what point they enter the learning and the extent to which they engage and extend the task they choose. For 1 or 2 of my colleagues these tasks will be meeting them where they are already at. My challenge to them, is ‘How can you take these learning experiences and extend them in new ways and new situations?’ For example, the following graphic shows the Google Maps Challenge I have set as one of the learning tasks. The tasks are not overly challenging or complex, but are enough to lay the groundwork for deeper inquiry when the learner feels ready and able.
Discussion Prompts:
- Alice Vigors
2 Comments
13/10/2023 10:15:45 pm
"Thank you for this insightful blog post on education! Your perspective on the importance of lifelong learning is truly inspiring. I appreciate the valuable ideas and information you've shared here."
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13/10/2023 10:53:53 pm
"I am truly grateful for this insightful blog post on education. It's evident that the author's dedication to promoting learning is commendable. Thank you for sharing such valuable information that empowers us to pursue knowledge with passion!"
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AuthorHi, I am Alice. I am a primary teacher and leader in New South Wales, Australia. I have been teaching for the past 14 years in both the Public and Catholic school systems. I am passionate about supporting and mentoring colleagues to think deeply about their efforts to cultivate thinking and learning opportunities for students. Read more Archives
August 2023
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