Planning Professional Development

Lakisha Wright
EDTC 640
What are Edcamps?

Digital Promise (n.d.) notes edcamps are free public events that “leverage the knowledge and
experiences of attendees by allowing educators to collaboratively determine topics for discussion.
Educators facilitate sessions by using their experiences to drive conversation with their peers.
Educators are encouraged to find Edcamp sessions that best meet their needs to maximize
learning” (para. 1). Edcamps are designed for educators and their specific needs.
About EdcampMD

- The Maryland State Department of Education (MSDE) sponsors non-traditional professional

learning through EdcampMD.
- MSDE (2020) notes “EdcampMD is designed to capture passion and spark creative ideas and
solutions that teachers can put to use in the classroom. MSDE is the first state education
agency in the nation to sponsor an EdCamp. ” (para. 2).
- Educators can follow @EdCampMaryland on Twitter to learn about upcoming events.
- I plan to follow EdcampMD on Twitter to learn about and participate in future events.
Motivation and Professional Development

A key motivating factor is to gain knowledge and skills that can be immediately applied in the
classroom to improve instruction, enhance learning, and increase student achievement. All of
these elements can boost my confidence as an educator, improve my performance, and make my
job easier. This serves as a benefit and a source of motivation to participate in professional
development (PD). Pappas (2014) notes “Adult learners need to be able to tie the subject matter
to real world benefits… They [need to] see how a module or activity will give them an advantage
in real life…to be excited about the [learning] process” (para. 9).
Professional Development and Problem-Solving

Pappas (2014) notes adult “learners prefer to engage in [learning] experiences that help them to solve
problems they encounter on a regular basis (in the here-and-now)…by offering real world examples
and scenarios” (para. 5).

- Educators must have access to ongoing PD that meets specific needs and addresses the real-world
problems they face in today’s highly digital classrooms.

- PD must be relevant and provide the knowledge and skills educators need to address specific barriers
and challenges.

- Using real-world examples and scenarios can engage educators in the learning process, allow them
to learn and practice essential problem-solving skills, and motivate them to learn.

- Educators can use their knowledge and skills to collaborate and engage in informal learning
opportunities to share collective knowledge, solve common problems in their content areas and
schools, and create positive teaching and learning experiences.
Solving Real Problems in the Classroom

Education in the 21st century must provide opportunities to connect student learning to the
real-world. As a future health education (HE) teacher, I plan to integrate real-world
problem-solving in classroom activities and projects. This will help students to engage in inquiry,
discovery, and “think critically about arguments, concepts, and ideas [as they] create their own
solutions to real-world problems” (Pijanowski, 2018, para. 3). By taking this approach, students
will gain relevant knowledge and skills to understand and immediately address the real-life
health challenges they face in today’s world. This can engage students and help them to take an
active role in the learning process.
District Technology Training Plan Application

- Create problem-centered workshops that allow educators to solve the problems they encounter
in the classroom (Pappas, 2014).

- Create workshops that have immediate relevance and impact on educators’ instruction and
activities in the classroom (Prather, 2015).

- Provide real-world examples and scenarios (Pappas, 2014).

- Create learning communities that foster collaboration, peer coaching, support, professional
growth, and continuous learning (Prather, 2015).
References
Bellinger, J. (2018, November 27). Your thoughts around motivation are all wrong [Image]. Retrieved from
https://levelupcoachllc.com/2018/11/27/your-thoughts-around-motivation-are-all-wrong/

Columbia Southern University. (2021). The difference between continuing education and professional development [Image]. Retrieved from
https://www.columbiasouthern.edu/blog/april-2021/continuing-education-and-professional-development

Digital Promise. (n.d.). Welcome to edcamp community. Retrieved from https://digitalpromise.org/edcamp/

May Institute. (2020). Helping adults with intellectual disabilities develop problem-solving skills [Image]. Retrieved from
https://www.mayinstitute.org/news/acl/asd-and-dd-adult-focused/helping-adults-with-intellectual-disabilities-develop-problem-solving-skills/

MSDE. (2020). Edcamp ‘unconference’ for educators coming to MSDE. Retrieved from https://news.maryland.gov/msde/edcamp-unconference-for-educators-coming-to-msde/

MSDE. (n.d.). EdcampMD [Image]. Retrieved from https://sites.google.com/site/edcampmaryland/home

Pappas, C. (2014, August 15). 9 tips to apply adult theory to elearning. Retrieved from https://elearningindustry.com/9-tips-apply-adult-learning-theory-to-elearning

Pijanowski, L. (2018, March 23). 8 principles of deeper learning. Retrieved from https://www.edutopia.org/article/8-principles-deeper-learning

Prather, L. (2015, November 12). Professional learning and adult learning theory. Retrieved from
https://www.teachingquality.org/professional-development-and-adult-learning-theory/

Teaching in Room 6. (2021). Real world problem solving using the book order form [Image]. Retrieved from
https://www.teachinginroom6.com/2015/09/real-world-problem-solving-using-book.html