Final Project 

Audience

For this professional development, the intended audience are those individuals in education. These individuals can be teachers in K-12 and even instructors in higher education. This professional development is intended to help participants understand the pedagogical teaching method of project-based learning. The professional development discusses the importance of this teaching method and how to incorporate this teaching method in the classroom. Additionally, I provide tips and tricks to help students along the way. 

Topic

The topic for this project is project-based learning (PBL). Project-based learning is a teaching method used to encourage learners to explore the world around them by creating projects that address real word problems or students will answer a complex question they might have. Students will work on projects for an extended time, anywhere from a week to a semester, depending on the project. Once students have finished their project, they will present their findings to a real-life audience. PBL allows students to utilize their critical thinking skills, collaborate with the teacher and students in the classroom, use their creativity and develop their communication skills. Additionally, Project-based learning can improve learning outcomes and increase student involvement. 

Theory-Driven Approach

My professional development follows the andgragogical model of learning. The andragogical model of learning follows different assumptions about learning than the pedagogical model of learning, and it is primarily learner-focused. The first assumption about the andragogical learning model is that adults need to know why they are learning something before learning it. Studies have found that when adults study things independently, they tend to invest more time and effort into their learning because they can see the future benefits of learning the subject (Knowles et al., 2020). I followed this assumption by ensuring to discuss the importance of project-based learning and how they can use this in their classroom. The second assumption about adult learners is that adult learners have the concept of being responsible for their own lives and any decisions they make. Psychologically adults want to be seen as their own person, and they resent others trying to pose their own ideas on them. When learning moments are labeled training or educational, they tend to revert back to their grade school days, making it difficult for them to learn (Knowles et al., 2020). To address this assumption, I allowed participants to work at their own pace. They can pause the video to take notes at any time during the training. The third assumption about adult learning is the role of the learner's experience. This concept plays a role in adult learning because experience is a part of who they are. When taking adult learning classes, if their experience is not considered, they may feel you are personally rejecting them (Knowles et al., 2020). To address this assumption about adult learning, I assumed that many of the participants watching were fellow teachers. I also ensure to add moments throughout the training to allow participants to pause and reflect on their own experiences and how they can use PBL in their classroom. The fourth assumption about adult learning is that most adults are ready to learn about things that directly affect their lives (Knowles et al., 2020). I addressed this assumption by choosing a topic I knew fellow teachers could incorporate this teaching method in the classroom and ensured to scaffold the relevance of this topic. The fifth assumption is that adult learners are life-centered in their orientation to learning. Adults tend to be motivated to learn when the thing they are learning helps with real-life situations (Knowles et al., 2020). I addressed this assumption by giving an example of how I used this teaching method in my classroom and by having participants pause and reflect on how they could use it. Participants were also asked to identify any problem areas they may encounter with introducing this teaching method in their classroom. The final assumption is that adult learners are primarily motivated due to internal pressures such as negative self-esteem about themselves as a learner, lack of resources, and time constraints, to name a few (Knowles et al., 2020). To address this assumption, I chose to keep the tone of my training upbeat. I gave participants a chance to reflect throughout the training and asked them to provide me with feedback. Doing these things allows participants not to become overwhelmed by what they are learning. 

Technology Used

To create this project, I used my Samsung Galaxy Note 9, a tripod, microphone, ring light, green screen, and backdrop stand. All of which I purchased on Amazon, except for my phone. I used my laptop and the software program  Camtasia from TechSmith to edit my video. I also used PowerPoint to create the graphics featured throughout the video. 

A guide to using project-based learning in the classroom. True Education Partnerships. (2020, March 11). Retrieved June 14, 2022, from https://www.trueeducationpartnerships.com/schools/a-guide-to-using-project-based-learning-in-the-classroom/

Knowles, M. S., Holton, E. F., Swanson, R. A., & Robinson, P. A. (2020). The adult learner: The definitive classic in adult education and human resource development. Routledge.

Larmer, J., Mergendoller, J. R., & Boss, S. (2015). Setting the standard for Project Based Learning: A proven approach to rigorous classroom instruction. ASCD.