What Does it Mean to Incorporate Active Learning Utilizing Adult Learning Theory?

In the May blog, we discussed the concept that professional learning for educators makes a difference in student outcomes when that learning focuses on the areas the interventionists are responsible for with students. Effective professional development that is inquiry-based, subject-focused, and collaborative, addresses how teachers learn as well as what they learn. Building upon our previous blog, teachers must be well-versed in content but they also need understanding of pedagogy. Student learning is the essential goal; therefore, teacher’s understanding of the pedagogical content knowledge is required. Research has shown that adults bring varied experiences to the new learning and need to have experiences close to the teaching services they will be providing (Trotter, 2006). Reflection is a key part of the process of inquiry and learning in these adult contexts. The professional development we have described in the last two blogs has been proven over decades to impact student learning. In contrast, the most common models of generic professional development have not been shown to be effective.

Each professional development session in this model is designed to immerse teachers in the same types of learning activities and environments they would then create for their students. Teachers engage in activities that stimulate their personal literacy expertise. In addition, coaches and teachers engage in the analysis of texts to identify potential literacy challenges to learners. This active participation is at the heart of preparing coaches through Project CLEAR.

The professional development in Project CLEAR focuses on the constant interaction among oral language, reading, and writing. Talking with students about their learning is key to individually scaffolding oral language development and socio-emotional growth. Foundational skills in reading, including letter and sound relationships, word knowledge, and vocabulary are all areas of focus. Writing instruction is always included so that students understand the interrelationship between letter-to-sound and sound-to-letter as they read and write. Coaches and teachers become expert decision makers in teaching students to become literate.

Memorable professional development involves active learning by the participants. In sharp contrast to sit-and-listen lectures, it is essential that professional development engages teachers to observe lessons, analyze student work, and study cases of student literacy learning designed to foster high expectations for all learners.

We invite you to visit a class and watch both the teaching and the coaching in action. Classes are offered in-person and virtually across the state. Further information about Project CLEAR can be found at www.sdcoe.net/project-clear. Training is available for coaches and teachers who work in English and/or Spanish.

References

Darling-Hammond, L., Hyler, M. E., Gardner, M. (2017). Effective Teacher Professional Development. Palo Alto, CA: Learning Policy Institute.

Greenleaf, C. L., Hanson, T. L., Rosen, R., Boscardin, D. K., Herman, J., Schneider, S. A., Madden, S., & Jones, B. (2011). Integrating literacy and science in biology: Teaching and learning impacts of reading apprenticeship professional development. American Educational Research Journal, 48(3), 647–717.

Trotter, Y. D. (2006). Adult learning theories: Impacting professional development programs. Delta Kappa Gamma Bulletin, 72(2), 8.