Adults learn by doing and then by reflecting on what they’ve done.  When designing learning experiences, look to have learning experiences align as closely as possible to real-world tasks. 

e.g., Have school leaders learn to conduct classroom observations by actually having them observe classroom instruction.  Do this instead of having them simply talk or read about conducting classroom observations. Afterwards, solidify what has been learned by ensuring they have the opportunity to reflect on what they’ve experienced.

We learn in context.  Because our relationships with others are among the most important pieces of our professional contexts, learning experiences should incorporate social interaction as a key part of their design.  

e.g., When designing a training on conducting classroom observations, have school leaders conduct observations in pairs or small groups rather than alone.  Require participants to interact by comparing observation notes or by observing different elements of the same class.  Consider group composition as a great deal of participants’ learning will come from interaction with one another.

We learn from uncertainty, conflict, and challenges.  There is an emotional aspect to learning that is activated when we experience discomfort, and the involvement of our emotions can be highly beneficial to our own learning.  When designing learning experiences, push adult learners outside of their comfort zones and give them the support they need to cope effectively.  

e.g., Talking about “the why” behind a learning experience is one the most straight-forward ways to engage the emotions of adult learners.  WHY is it so important for school leaders to learn to conduct effective classroom observations?  What is the real potential impact on students?  On faculty?  On school culture?  Facilitators can also create purposeful discomfort by requiring participants to share their work and learning publicly.  

Our identities and skill sets are linked closely to the stories we use to make sense of the world.  When designing learning experiences, give adult learners opportunities to share their stories, consider those of others, and revise their stories in response to what they have learned. 

e.g., Ask principals who worked in the classroom to share the experiences they had as teachers with being observed.  This allows professional learning experiences on conducting classroom observations to feel more relevant, more engaging, and more personal.  This, in turn, makes professional learning more effective.

Many of the ineffective professional learning experiences I have both participated in and led were either inadequately structured or overly structured.  The responsibility of the facilitator is to strike the right balance.  When designing learning experiences, facilitators ought to ask themselves, “Do I need to dictate this element of the experience in order to accomplish the learning goals?”  If the answer is “no,” allow adult learners to have freedom and to make meaningful choices.

e.g., During a training on conducting classroom observations, it may be necessary for the facilitator to dictate which observation tool participants must use.  However, it may not be necessary to dictate when practice observations occur, with whom they occur, or in which specific classrooms they occur.