Designing with Purpose

 

    Designing professional development can feel overwhelming, especially when you move beyond the traditional "sit and get" sessions and create experiences that truly impact classroom practice. As teachers, we all despise losing precious time in our classrooms to sit in a professional development (PD) that may not be engaging and beneficial to our classroom setting. As I began planning a professional development for teachers, I tried to put myself in their shoes. This Number Sense PD challenged me  to rethink what good instructional design really looks like (Brown & Green, 2024). I learned that good instructional design isn't about the cutesy slides or rigourous agenda, but is solely centered around the learner, sets clear goals, and thoughfully connects each component of the learning experience back to the classroom. Throughout this process, I've discovered that purposeful design can transform a traditional PD from a one-time event into a meaniful, continous learning opportunity.

Good Instructional Design

    According to Brown and Green (2024), effective instructional design begins with a systematic approach. They describe instructional design as "a deliverate process for creating learning experiences that help learners achieve specific outcomes" (p.4). This includes identifying the learners and the learning environment, clarifying goals, and carefully selecting specific instructional strategies. When planning my Number Sense PD, this meant clearly defining what I wanted teachers to walk away with; not just knowledge of number sense routines, but the ability to implement them confidently and adapt them for their students on a daily basis.

    Brown and Green (2024) emphasize the importance of the learner analysis phase of instructional design. I've been apart of many professional developments where the presenter assumed what teachers needed without considering our existing knowledge. Through my experience, I chose to begin with teacher knowledge and asked myself more intentional questions such as: What do teachers already know about number sense routines? What challenges are they facing? How can this PD support their existing number sense routines? Brown and Green (2024) emphasize, understanding your learners "improves relevance and increases the likelihood of success" (p. 35).

Discoveries

    Before this course, I underestimated the importance of a needs-based assessment to design an effective professional development. Recently, I attended an Emerging Math Coaches training through AMSTI that outlined the importance of always starting with a needs-based assessment before walking into a classroom. This made me rethink my original professional development idea. Originally, I had planned to educate teachers about number talks and then have them design one on their own. I realized that teachers already know what a number talk is and looks like, but may have trouble with a daily number sense routine. I restructured my thinking and chose activities that centered around modeling, practicing, feedback, and planning. This mirrored Brown and Green's (2024) "learner-centered design," where learners are actively engaged in the learning rather than just listening to a presenter (p. 78). By incorporating engaging activities, the PD shifted away from traditional lecture-based PD towards a more continous learning model.     

Additionally, Ali and Sadat Academy for Management Sciences, Cairo, Egypt (2020) demonstrate a needs-based framework for PD. This includes conducting a needs-based assessment with teachers before designing a PD to ensure it is meeting the needs of the teachers. Ali and Sadat Academy for Management Sciences, Cairo, Egypts' (2020) study revealed that when PD is tailored to teacher knowledge and their specific needs, the PD becomes more responsive and meaningful. Through personal experience, I deliberately incorporated collaborative planning and peer coaching based on actual classroom evidence. 

Number Sense in K-2 by Keley Barnhill (additional resources)

Reflecting

    In the future, one change that I will make in designing PD is building an ongoing formative evaluation. It cannot be assumed that a PD was successful simply due to attendance. In the next PD, I will organize check-ins, exit tickets, and post-session surveys to evalute whether teachers found the information effective and if they are actively using it in the classroom. Brown and Green (2024) emphasize that formative evaluation is essential to identifying weaknesses in design and making improvements before implementation (p. 148).

Conclusion

    Throughout the designing process, I have learned that good instructional design is not just about the presentation and implementation but about clear planning, constant reflections, and learner-centered development. By turning my focus on what teachers need, how they receive it, and how to support them post PD, we can create a professional learning experience that is fluid.

References

Brown, A. H., & Green, T. D. (2024). The essentials of instructional design: Connecting fundamental principles with process and practice (5th ed.). Routledge.

Ali, A. D. & Sadat Academy for Management Sciences, Cairo, Egypt. (2020). A framework for an inclusive Education Professional development program. In MEXTESOL Journal (Vol. 44, Issue 3).

Motivating Teachers to Learn

    When planning for a professional development, one of the most important components is keeping participants motivated and engaged throughout the experience. As a teacher, you've likely sat through trainings that were informative but failed to capture your attention. To create a learning experience that is both effective and enjoyable, it's essential to use a variety of instructional strategies. The goal is for teachers to leave the training ready to implement what they've learned- not confused about where to begin. Successful professional development should inspire, not frustrate. Two strategies I have found impactful and successful are Think-Pair-Share and Discovery Learning. These approaches foster an engaging environment that motivates teachers to participate, reflect, and apply new knowledge. 

 Think-Pair-Share

   

    Think-Pair-Share is a collaborative learning strategy where learners first think independently, then discuss with a peer, and finally share their insights with a group. Brown and Green (2024) emphasize the importance of students learning from one another (p. 140). This strategy "provides students with the opportunity to reflect on the question posed and then practice sharing and receiving potential solutions" (Rathakrishnan et al., 2019). It encourages deeper understanding by giving participants time to process their thoughts before engaging in discussion. Think-Pair-Share also supports a variety of learning styles and provides quieter individuals a more comfortable way to contribute.

   In my own experience teaching kindergarten and first grade, I’ve used Think-Pair-Share often. I might pose a question to my students, give them time to think about it, and then have them turn to a partner to share. I’ve also participated in this strategy during professional development. At a recent math training, the facilitator asked us to define number sense and discuss it with our table partners. This approach kept everyone engaged and helped clarify misconceptions, especially for new teachers. By encouraging both individual reflection and collaborative exchange, Think-Pair-Share proves to be an effective tool in both classroom and adult learning settings.

Discovery Learning

    Discovery learning is the idea that learners build knowledge through active engagement. Young (2024) states "discovery learning posits that students learn more effectively and retain information longer when they discover facts and relationships on their own". Brown and Green (2024) describe it as an enactive experience, where learning happens through direct, hands-on exploration (p. 124). While discovery learning promotes critical thinking and problem-solving, it can be time-consuming to plan and implement (Young, 2024). Nonetheless, it equips learners to transfer their knowledge to real-world situations

    In K–2 classrooms, discovery learning is especially common in mathematics. Students often need concrete materials to help grasp abstract concepts. This hands-on approach is also useful in professional development, helping teachers experience learning the way their students do. This approach deepens content knowledge and improves instructional practice. 

Final Thoughts

    Think-Pair-Share and Discovery Learning work effectively compliment each other by fostering both collaboration and experimental learning. Think-Pair-Share encourages reflection and collaboration, while Discovery Learning promotes exploration, critical thinking, and problem-solving. Together, they create a dynamic and engaging professional development experience that not only informs but inspires teachers to take action in their own classrooms. When used in combination, they not only increase engagement but also deepen understanding, helping teachers leave training sessions feeling empowered and ready to implement what they've learned.

References

Brown, A. H., & Green, T. D. (2024). The essentials of instructional design: Connecting Fundamental Principles with Process and Practice. Taylor & Francis.

LabXchange. (2025, January 29). Inclusive teaching activity: Think-Pair-Share [Video]. YouTube. https://www.youtube.com/watch?v=2qzOe8zDCAE

Rathakrishnan, M., Raman, A., Sarjit Singh, M. K., Northern University of Malaysia, Yassin, K. M., & Universiti Utara Malaysia. (2019). The effectiveness of using Think-Pair-Share (TPS) strategy in developing students’ critical thinking skills. In Conference Paper.

Sikkema, K. (2017, January 30). toddler’s playing building block toys. Unsplash. https://unsplash.com/photos/toddlers-playing-building-block-toys-JRVxgAkzIsM

Young, N. (2024, March 22). What is Discovery Learning? Exploring the Interactive Approach to Education. Teachfloor. https://www.teachfloor.com/elearning-glossary/discovery-learning#:~:text=Benefits%20of%20Discovery%20Learning,-This%20approach%20offers&text=It%20enhances%20motivation%2C%20curiosity%2C%20and,%2C%20critical%20thinking%2C%20and%20creativity.