Week+2

= **Week 2** =

Resource Manager-Maria*
1/30/11 I put the discussion questions for this week below. Feel free to comment below each question I also created a week 2 discussion on the ELC and put a note that we are using this wiki. --Hilliary 2/1/12 - I added a section at the bottom of this page for the scenario response so we would only need to check one place for our team work. Please let me know if you would like to track those responses in the ELC instead.

*Also, as Resource Manager, I just uploaded **EdWeek Spotlight on e-Learning** and a **Special Report from EdWeek on e-Learning**. You can find it by clicking on Pages and Files, but do we want to keep all Resources in a specific area? I also have some great links. Should we create a Resources page? Thanks for your input!--Maria

Maria, I like the idea of a resources page, but the pages and files page is fine too. Thanks for doing that! Erika (2/1)

2/3/12 - Maria, I like the idea of both the resources page and using the pages and files page. Whatever is easier for you Maria. - Mark.

2/3/12 Either a resource page or the pages and files page works for me! -Hilliary

2/3/12 Erika, As far as posting the team response to the scenario, Do you want to consolidate all our responses into one response and post it? I think everyone made great observations and good points on why our "principal" should allow more community building and collaborative PD training. I think we just need the feedback from Hilliary on this topic and you may be able to pull it together. Are you OK with this or would you like some help? Let me know. I think our team response is due Monday? - Mark. (I'll check this site 3 or 4 times a day through Sunday). thanks.

2/3 Mark, I dont mind compiling our responses. The reporter has a pretty detailed job once the responses each week are finished. Which is probably great that we switch jobs eventually :) I will write a response on Sunday or Monday depending on when everyone is finished. Feel free to make revisions or add something to the Google Doc if you would like. I think that is where I am supposed to post. I havent looked at the details for it yet. Thanks for checking in! Erika

2/3 You guys are fast! I've posted all of my responses so Erika, you can compile them anytime. Let me know if you need any help! Thank you! -Hilliary

2/4-Hi Everyone, I tried to create a Resources page, but I got a message that said I didn't have permission to do so. Erika, can you please take a look when you get a chance? It's not urgent, but I think having a Resources page makes the most sense as others start to add. Then, we can add a brief description for the article or link. Thanks!

2/5 Hey Maria, I just added a resource page. Also, I wanted everyone to know I tried my best to compile our responses and just posted a summary for our scenario response. Feel free to check it out under the WEEK 2 discussion forum in our team space. If you want me to add something or make a change, let me know. Erika

2/5 Thanks so much, Erika! I think this will be easier. Thanks again! Maria P.S. I read the summary and it's great! Thanks so much for taking care of this!


 * Part I: Adult Learning and PD Responses**:
 * // How do you believe adults learn? How do children learn? What are some key differences in the way they learn? //

Maria - I have to say, I have taught students as young as 4 and also trained adults. As a teacher/trainer, I feel that there are still more similarities than differences. Each group needs to:
 * feel valued and respected
 * feel safe to express thoughts and ideas
 * feel motivated
 * see value/purpose in the learning
 * see connections to prior learning or experiences

One of the only really big differences I see are that most adult learners are juggling a hundred other responsibilities so the facilitator needs to keep the participant motivated by “enhancing their reasons for enrolling and decreasing barriers” (Lieb). This is why it is so critical to always start each training or adult course with asking what the participants what to/need to know by the end of the session. (I have actually modified the KWL and used it with my adult learners)!

2/1 - Mark I believe that adult learning is influenced by factors that differ somewhat from children’s learning. Adults tend to be more self-directed and motivated and they bring more life experiences into the learning process. Adults tend to engage in formal learning because they want to learn about the subject and/or want to learn for career advancement. Adults have a greater ability to choose aspects in a learning environment that are relevant to their real lives and jobs. Children’s learning needs to be more directed. Children of today are exposed to many more electronic devices than their parents were but exposure doesn’t necessarily translate into learning so more instructor guidance is needed for children’s learning (at least at the beginning). Young children tend to be very concrete learners who lack critical and abstract thinking skills. These skills need to be taught along with subject matter.

2-1 Erika- So I am typing my responses in now for a 2nd time, all of my response I typed in the first time got erased when I clicked save. I'm going to assume because Mark and I were working on the wiki at the same time. I would suggest making sure you are only working on by clicking save and if you get the message "editing is being done" at the top, that someone else is working on the page. Just a heads up so you dont have to retype your responses. I also made a few lists of what I believe and found in the readings. __ Adults learning: __ -Act as facilitators -Connect learning to background knowledge and experience\ -Learning occurs when the ideas pertain to adult goals -Must see the reason in learning something, must see value and find info useful -must feel like they are equals and are knowledgeable __ Kids: __ -drill and practice -multiple learning modalities -modeling, repetition -hands on practice -reinforcement of skills __ Similiarities: __ -the format of the instruction -the routines of the class environment -the reason for learning the info. - Kids need to know for life skills and adults need to know for personal advancement and want to know certain info. -kids will learn whether they think it is important to their goals or not because the teacher tells them need to know how what they are learning and it is important -adults learn something when they internalize it and find it important

(Hilliary) 2/2 I have not had a lot of experiece teaching adults, but after considering what I need as a learner and what my students need I think that many of the needs are very similar. I think both groups need:
 * consistency and routine
 * to feel valued, respected and safe
 * immediate feedback
 * to see real world connections ( or in the case of adult learners- real world application- how can we use this info?)
 * benefit from collaboration and rich discussion
 * to be aware of class goals/objectives

I think children differ because they are beginning to learn how to learn and how to get along with others. Children also need a mix of direct instruction and self discovery. Teaching should address different learning styles. Children also often need a lot of repetition to master skills.

Adults are more independent in their learning. It is important for adults to see the reason for learning I the material and the real world application I agree with Maria that adults also tend to have many other time commitments. I think it is comforting for adults to have acknowledgement and understanding of outside commitments.

◦ // How do professional development standards support the idea of building communities and promoting collaboration among adult learners? // Maria-According to the Maryland Professional Development standards, “ Professional development is most effective when it takes place in vibrant professional learning communities”. This also gives some ownership to the individual on his/her learning.

2/1 - Mark. According to the readings, building communities and collaboration are extremely helpful in professional development. Building communities and collaboration help integrate training and practice. Learning communities support reflective dialog and connect individual learners which can magnify an individual’s potential and simultaneously magnify the collective potential. Learning communities are especially useful in learning that involves change. Change processes are often non-linear or chaotic and learning communities can help adult learners cope with these “unpredictable” changes by forming a support system among learners. Skills learned can be exchanged and shared by learners in the community thus strengthening the entire community and producing greater learning among the members.

2/1 Erika Professional development communities can be achieved through the exchange and fostering of learning among peers. The development is supported through group work and the idea of learning from one another and not just from an instructor. Reflective dialogue and the potential to build an online personality really to support the learner and forces them to feel more comfortable in the online community.

2/3 Hilliary: Building communities and collaboration will make the learning experience more meaningful. A professional development community allows people with shared goals to come together and form a support network. There can also be a greater "free flow" of ideas as participants discuss, question, analyze and problem solve because they have ownership of their learning.


 * //In what ways can a well-fostered learning community compel adult learners to invest more in an online professional development experience?//

Maria-If adult learners find that the PD experience is first and foremost relevant to their work and there are opportunities for effective and meaningful collaboration, differentiation, feedback, and methods for improvement, they will be more inclined to engage in the experience.

2/1 - Mark // Online learning communities can encourage adult learners to invest more in an online professional development experience in several ways. An online learning community can help overcome the drawbacks of time and location constraints to which face-to-face learning is subject. Online learning communities can have more flexibility as to time and duration of online information exchanges (chats, e-mails, posts). Knowing that there are other learners out there going through the same things you are going through can be helpful and encourage learners to reach out to each other and allows team members to encourage and help each other. //

2/1 Erika: -when the learning community relates to their goals -asynchronous -partnerships between members/peers in the class -working in teams

2/3 Hilliary: In a well-fostered learning community people tend to feel more connected thus they want to foster those professional relationships. Within a community learning tends to be more student-centered, thus students take greater ownership. If the community is strong, participants will want to do their part so they don't let the others down.

I agree with you Maria that the PD has to be relevent in order for members to put in meaningful effort. I also agree with Mark that the flexibility of taking an online course makes it possible for participants to put in more time.


 * //Part II: Scenario Responses://**

Maria-One of the biggest advantages to incorporating a professional learning community is the fact that it is ongoing. In the past our school has dedicated a significant amount of the budget to traditional PD for faculty, however, there has been little systemic change. Taking the time to invest in the development of online community and collaboration allows the school to take advantage of data already gathered from other schools, invest in a process for continuous improvement, and make PD initiatives more effective.

Mark - Taking directly from the Maryland teacher Professional Development standards (thanks Maria this is a GREAT site) I would use standard 3a. under Content Standard as my argument. It reads:

"Professional development provides ongoing opportunities for teachers to practice working with colleagues, including other teachers, principals, counselors, social workers, and others, and emphasizes that collaboration is a means and not an end in addressing issues related to school improvement and improved student learning".

So my argument would be that providing professional development to enhance collaboration is actually an additional tool that increases student learning and boosts school improvement. This is, after all, what school superintendents and principles want, school improvement and improved student learning so providing extra time for e-learning PD for teachers is a win/win for teachers, students, and the school as a whole.

Erika- I have to agree with what both of your said about the ongoing learning. Professional Development online would foster a continuous forum for the teachers and their learning. Everyone in the school would have access to the information and could receive the PD at their pace. All of the information would be readily available to them when needed. I do not know how excited I would be to have to do this at my school, considering the expectations that are already in place for the teachers at my school, but it sounds great for an under performing school.

Hilliary- I definitely agree that the learning could be ongoing and I think that this would be a huge plus. A lot of times we just spend one session on a topic and teachers are excited for a while, but then it dies down and everyone is "back to normal." An online community would give teachers to engage in continuous discussion. They could share ideas and changes they made in response to the PD. I also think that within a strong learning community teachers would be able to form stronger connection and thus would be more open to change. They would have a safe place to take risks and ask questions.