Background
Prior
to this course, I was preparing to engage in adult learning regarding culturally
responsive practices. It is what I currently know now as Andragogy. I have
always wondered why we don’t engage adults the same way we engage with
students. Come to find out, a pedagogy approach is a little different from an
andragogy approach. An andragogy
approach allows teachers to engage in learning through shared experiences and
careful planning. A lot of the learning is done in small learning communities.
For example, teachers engaging in critical friends groups or professional
learning communities facilitates adult learning. Additionally with data,
learning circles can be formed to learn about student learning.
Learning and Applied Practice
Currently, most of the facilitated learning was
done through discussions without a framework to guide the discussion. This
allowed for unfocused discussion and the learning was not clear. I just didn’t
know what I wanted the participants to walk away with. In learning about adult
learning, I was able to design learning modules which focuses discussion
segments toward the learning objectives. In this case, the learning objectives
was geared toward culturally responsive teaching practices.
The result of this new learning is the
participants reaching the learning objectives. These participants are now able
to take some teaching practices back to their teams. Having clear objectives
and activities geared toward adult learning helps keep participants engaged and
interested in the learning. Most of all, I believe the framework allows
teachers to feel their voice matters in relation to culturally responsive teaching
practices. The discussions now empower teachers to continue the work they do.
Issues encountered,
problems of practice addressed
The problems that I have encountered is mainly been teacher
buy-in. Mainly, some teachers are engaged with so much work that investing in
their own professional growth is not a priority. Additionally, many of the
teachers are just searching for professional development for money and clock
hours rather than for professional growth. Often, I feel when going into
district mandated professional development I feel participation is slow in
progress. I don’t know if this is because of lack of interest in the subject
matter. But, I do know that the PD feels somewhat forced. With that said, I
have opted to not pursue offering clock hours or individual professional
development pay because I feel I can get more from participants who want to be
there for the learning. This complicates things as it brings the participation
low. I feel this is a “catch 22” conundrum.
Supported by Research
Ways to help my colleagues
in engaging the adult learning environment is by first offering literature that
supports culturally responsive teaching practices. There are three books that
have profound impacts on my personal learning growth. I am currently sharing
these books with colleagues:
Hollins,
C. and Govan, I. (2015) Diversity, Equity, and Inclusion: Strategies for
Facilitating Conversations on Race. Lanham, MD
Hammond,
Z., and Jackson, Y. (2015). Culturally responsive teaching and the brain:
Promoting authentic engagement and rigor among culturally and linguistically
diverse students.
Knowles,
M.S., Holton, E.F., and Swanson, R.A.,
(2015). The Adult Learner: The definitive classic adult education and
human resource development.
Overall Impact
The overall impact of this course has allowed me to be a better facilitator.
It became less of what I can offer to my participants, but rather more of what
the participants can offer each other through adult learning. It is more
effective and more engaging.
