Theories of Adult Learning

The professional learning opportunities available in my district generally align very well with my understanding of theories of adult learning, particularly when considering our PLC model and supports. I have also participated in trainings that did not seem to entirely support theories of effective adult learning, which has been constructive to my own training delivery.

The PLC structure at my school aligns quite well with my understanding of the theories of effective adult learning. Zepeda (2012) explicates conditions that must be in place to ensure effective adult learning. Among these conditions she states that successful adult learning must “be based on ownership, appropriateness, structure, collaboration, internalization, and motivation” (Zepeda 2012). At my school, I can say without a sliver of a doubt that our teachers have been empowered to hold a deep sense of ownership and pride in our work, which creates an internal, and collective commitment to working tirelessly with colleagues to create the most meaningful and impactful lessons and interventions to support student learning. We feel immense ownership over our grade level PLC and our protocols, and clear expectations allow for us to be highly collaborative and productive. Our mutual commitment to planning interventions to support our most impacted students provides us all with a deep sense of ownership and commitment to our work. We are motivated to work tirelessly to meet our goals, and, to specifically create tools to support and empower our historically underserved populations. This passion, and ownership of our work allows us to work very productively and passionately together. Zepeda also continuously mentions the importance of establishing a productive, positive collaborative environment. We are highly supported and encouraged by our administration, and have cultivated a deep respect for one another. These conditions lay the foundation of an incredibly productive, positive, and effective PLC structure.

Professional development opportunities outside of my professional learning community have not been quite as impactful on my practice. Merriam elucidates the importance of adults learning in context. Learning becomes more impactful when we are able to actively participate, and interact with new learning. Many of my professional development opportunities, or trainings do not necessarily align with the principles of context based adult learning. I have had many trainings in which we were taught a teaching skill, but did not have the opportunity to practice teaching, or interacting with that skill. As adults, we often figure that other adults may not benefit from guided practice, or interaction with a new skill, but this article informs that adults also benefit from scaffolding, and trying out a new activity prior to independent practice.  Simply providing teachers with more opportunities to practice a new skill, while providing specific feedback would strengthen teacher’s understanding of this new skills and will allow them to construct their own knowledge regarding this skill. This also relates to incidental learning. When adults are able to construct their own knowledge of concepts, the learning becomes more profound. During many trainings, we are provided with very little amounts of time to truly interact with new knowledge independently, or with a group. This does not allow for us to consistently make meaning out of new learning. One element of our professional development that inarguably aligns with adult learning theories is the component of community. Adults learn most effectively when they are surrounded my other like-minded adults with similar pursuits and passions. During professional development opportunities, I have always been surrounded by colleagues who are eager to collaborate or learn with one another.

My thinking has changed largely in how I approach the trainings that I lead. Now that I have a deeper understanding of how adults learn, I will alter my delivery approach to best meet those needs. My new knowledge of informal or incidental adults learning, and the profound impacts of this type of learning has shaped the ways I will approach PLC work, as well as teacher trainings to strengthen this component of my practice. When planning a training or setting a PLC agenda, currently I plan every solitary minute to ensure maximum productivity. I prewrite our discussion questions, and dictate the direction of our conversations prior to each meeting. While is many ways, this is the work of an effective PLC team, it also, could potentially take away from opportunities for incidental learning, or for our team to construct knowledge collectively. While I will still plan an agenda that addresses the most critical tasks, and data analysis, I will also create opportunities for incidental learning to occur. In teacher trainings, this could surface through teachers exploring lessons or using manipulatives independently to construct knowledge, rather than to directly model to train them.  Based on what I know about the value of learning in context, I will also ensure that teachers have an ample amount of time to interact with new content, and to practice new skills. I will allow teachers to practice each skill, and support their learning as active participants.

I am very fortunate to be immersed in a PLC structure that aligns with adult theories of effective learning. I have also experienced professional development opportunities that do not align as well with theories of adult learning, that have taught me to very intentionally plan trainings that support how adults learn.