Ap Case Study 5.2

Reviewing Case Study 5.2, self-reflection and professional development as it relates to the integration of technology is a very interesting topic. We have all had the privilege to sit through hours and hour of useless, uninspiring professional development training. This particular case study asks us to focus on a professional development situation where we were the learner while we were learning a new concept.
I have to go back quite a few years to one of my favorite professional developments in which I was motivated, inspired and became an active participant. The training was on Cognitive Coaching while I was a new principal.
How key was attention to the learning and the act of learning?
My attention to the learning was at a high level.
Papa discusses the importance of incredible teachers ability to set the stage and inspire learners (2011, p. 101). The ability to do so grabs the attention of the learners. In the Cognitive coaching, the learning stage was to meet the needs of all learners. The purpose was clear and the activities varied for each type of learner.

What maintained my attention were the various strategies for the adult learner. We were listening, reading, writing, reflecting, participating, viewing real life modeling and trying it out ourselves. It was very effective to see cognitive coaching modeled and then to be asked to practice with partners and in groups where feedback was provided.
What role did peer and personal motivation play?
As a learner and new in my role as principal I was highly motived. I was motivated to enhance my skills as a new leader and my peers were highly motived as well. What helped the motivation is when the professional development trainers shared their own experiences and the impact it had on their own leadership skills. By sharing their success it motivated the adult learners and set the clear purpose of the
I value the information we read regarding how to engage adult learners and how to keep them engaged throughout the learning. You must set the stage with purpose and draw on your own experience and experiences in the room. I completely agree, that as a facilitator, you must provide experiences that engage every type of learner. You need to have people read, write, reflect, share and be interactive. However, all of the strategies utilized must be authentic. I find the most offensive learning is when the facilitator views themselves as the only expert in the room and when the information presented it designed for one type of learner. When a school district in Texas began a 1-to-1 initiative, the professional development was rolled out one year ahead and involved mentoring, coaching, reading and working together in professional learning communities. Teachers were better prepared to implement 1-to-1 in the classrooms because the professional development was well planned and executed for adult learners (Greaves, 2012, p. 37). As a presenter/facilitator, always have your audience and their learning needs drive the decisions you make to create the best environment for teaching and