Participatory Adult Learning Professional Development Strategy: Evidence and Examples

1. Participatory Adult Learning Professional Development Strategy: Evidence and Examples Carol M. Trivette, Ph.D. Orelena Hawks Puckett Institute Morganton, North Carolina Presentation made at the Ninth National Early Childhood Inclusion Institute Frank Porter Graham Child Development Institute Chapel Hill, NC July 15, 2009

2. Purpose of the Presentation • Describe the difference between intervention and implementation practices • Describe the key characteristics of an evidence-based approach to implementing professional development • Describe the evidence base for the professional development model • Describe the findings from two evaluation studies using the professional development model

3. Two Types of Evidence-Based Practices • Evidence-Based Intervention Practices • Early childhood intervention practices • Evidence-Based Implementation Practices • Adult learning methods

4. Implementation Practices Intervention Practices • Participatory adult learning • Coaching/mentoring • Just-in-time training • Guided design • Accelerated learning • Early child contingency learning • Interest-based child learning • Natural environment practices • Classroom practices • Communication and language learning • Early literacy learning • Family systems intervention practices

5. Tell me, I forget. Show me, I remember. Involve me, I understand. Chinese Proverb

6. PALS(Participatory Adult Learning Strategy) PLAN Introduce and Illustrate RECYCLE APPLICATION Active Learner Involvement Identify Next Steps in the Learning Process Practice and Evaluate INFORMED UNDERSTANDING Reflection and Mastery

7. Research Foundations of PALSa • Research synthesis of 79 studies of accelerated learning, coaching, guided design, and just-in-time-training • 58 randomized control design studies and 21 comparison group studies • 3,152 experimental group participants and 2,988 control or comparison group studies • Combination of studies in college and noncollege settings • Outcomes included learner knowledge, skills, attitudes, and self-efficacy beliefs a Trivette, C.M. et al. (2009). Characteristics and consequences of adult learning methods and strategies. Winterberry Research Syntheses,Vol. 2, Number 1.

8. Six Characteristics Identified in How People Learna Were Used to Evaluate the Adult Learning Methods a Donovan, M. et al. (Eds.) (1999). How people learn. Washington, DC: National Academy Press.

9. Major Findings from the Research Synthesis

10. Effect Sizes for Introducing Information Practices

11. Effect Sizes for Illustrate/Demonstrate Practices

12. Effect Sizes for Practicing Characteristics

13. Effect Sizes for Evaluation Practices

14. Effect Sizes for Reflection Practices

15. Effect Sizes for Mastery Practices

16. Effect Sizes for the Study Outcomes

17. Cumulative Effects of the Adult Learning Characteristics

18. State-of-the-Art Knowledge Base Active involvement of learners in learning new knowledge or practice is a necessary condition for understanding and mastery of the topic or focus of learning or training.

19. How Active? Active learner involvement needs to occur before, during, and after participation in any kind of training opportunity or learning experience is to have optimal positive effects and benefits.

20. PALS(Participatory Adult Learning Strategy) PLAN Introduce and Illustrate RECYCLE APPLICATION Active Learner Involvement Identify Next Steps in the Learning Process Practice and Evaluate INFORMED UNDERSTANDING Reflection and Mastery

21. Trainer and Trainee Roles in the Different Phases of PALS

22. Promoting Adoption of Evidence-Based Practices Using PALS • SUNRISE early childhood intervention classroom practices • Family-systems early intervention practices • Center for Early Literacy Learning early childhood intervention practices • Everyday early childhood language learning practices • Head Start teacher effectiveness project • Early Head Start Windows of Opportunities project

23. Promoting Adoption of Family-Systems Intervention Practices • 473 Part C early intervention practitioners • 5 types of training (presentations, day and multi-day workshops, field-based and enhanced field-based) • Participants randomly assigned to complete the study outcome measure • Outcome measure included items on the usefulness of the training and the extent to which the training improved their abilities to work with families

24. Four Major Components of the Family-Systems Intervention Model that Constituted the Focus of In-service Training CAPACITY-BUILDING HELPGIVING PRACTICES FAMILY CONCERNS AND PRIORITIES FAMILY MEMBER STRENGTHS SUPPORTS AND RESOURCES

25. Characteristics of the Different Types of In-service Training

26. Participants’ Judgments of the Benefits of the Five Different Types of Training

27. Influences on hours of training on three types of training provided the participants.

29. Framework for Implementing PALS

30. Free download www.wbpress.com: Trivette, C. M., Dunst, C. J., Hamby, D. W., & O'Herin, C. E. (2009). Characteristics and consequences of adult learning methods and strategies [Winterberry Research Syntheses, Vol. 2, Number 2]. Asheville, NC: Winterberry Press. • Dunst, C. J., & Trivette, C. M. (2009). Let’s be PALS: An evidence-based approach to professional development. Infants and Young Children, 22, 163-175. • www.puckett.org • Email address: trivette@puckett.org