PDF version What Is Effective Professional Development? What Have We Learned About Professional Development? Priciples of High-Quality Professional Development Some Guiding Questions for Selecting Professional Development Activities Lessons from Adult Learning Theory Finding Time for Professional Development What Makes Professional Development Ineffective? Some Alternatives to Short-Term, "One-Size-Fits-All" Workshops |
Lessons from Adult Learning Theory
Just as effective classroom practices are those that reflect the growing knowledge base on how children learn, effective professional development experiences incorporate best practice from adult learning theory. We know that adults bring a history of previous learning and knowledge to any professional development activity. These past experiences affect their attitudes and beliefs. Professional development is most effective when it incorporates, recognizes, and validates these previous experiences.
Like children, adults have varying styles of learning. Professional development activities that attend to a variety of learning modalities will be most effective. Active participation is a key element that must be balanced with the realities of limited time and the need to efficiently convey information. However, sacrificing an engaging, hands-on approach for a more didactic, telling experience often results in a less effective experience.
Adults are motivated by practical applications and learning that is relevant to their own situations. This is particularly true for teachers struggling to juggle the multitude of demands on their time. Professional development will be most effective when it provides for direct application to the classroom. Teachers are busy, preoccupied, and always juggling a variety of demands for their attention. They appreciate professional development that is well-planned, sets reasonable expectations and goals, and is efficiently delivered (Peixotto & Palmer, 1994).
|
