Presentation on theme: "BEST PRACTICES IN ADULT LEARNING"— Presentation transcript:
1BEST PRACTICES IN ADULT LEARNING Stephen BrookfieldUniversity of St. ThomasMinneapolis-St. Paul
2Session Objectives By the end of this session you will … (1) Implement the Circle of Voices exercise to increase learner participation(2) Implement the Critical Incident Questionnaire as a Feedback Tool(3) Implement the Chalk Talk exercise to construct a map of learners’ knowledge
3(4) Implement the Circular Response exercise to focus discussion Session Objectives(4) Implement the Circular Response exercise to focus discussion(5) Implement the Snowballing technique to widen student participation(6)Utilize further resources online
4Buzz GroupsWhat, if anything, are the typical characteristics of an adult learner?
5What Makes Someone an Adult Learner? Is it their …..Age?Developmental Stage?Adult Roles?Experience?Method of Learning?Cognition?
6CIRCLE OF VOICES Quiet, private reflection on the topic or question Each member takes up to 1 minute to say whatever they wish to say in response to the question - NO INTERRUPTIONSGroup moves into open conversation - members can only talk about what someone else said in the opening round of the conversation
7QUESTIONAs a trainer, when have you been treated as an adult? What did a supervisor or leader do that made you feel you were being treated in an adult way?
9CRITICAL INCIDENT QUESTIONNAIRE Most engaged moment in sessionMost distanced moment in sessionMost helpful actionMost puzzling actionWhat Surprised You Most
10ADMINISTRATION Last 5 minutes of last session of the week Anonymous Mandatory when possibleFrequency AnalysisReported back to groupNegotiation not capitulation to majority opinion
11CHALK TALK Trainer writes a question in the middle of the board 5-10 minutes of silence is declaredParticipants write responses to the question on the board whenever they feel readyParticipants & trainer draw lines between similar comments & add reactions
12What does an engaged adult classroom look, sound or feel like? QUESTIONWhat does an engaged adult classroom look, sound or feel like?
13ENGAGEMENT Learners’ Perceptions Involved in some wayDifferent modalities used – silence/speech, small group/whole class, visual/oral, abstract/specific, teacher/studentTeacher modeling & scaffoldingStudents provide frequent examplesImmediate feedback on progressParticipation in activities – responsibility for learning
14RESEARCH - MODELINGModeling Particularly Important for Students Learning to Think CriticallyWhen Teachers Talk Out Loud Their Assumptions Behind PracticesWhen Teachers Do Regular Assumption Audits - Say When Their Assumptions are Confirmed & Challenged
15RESEARCH - MODELINGWhen Teachers Use the CIQ to Check Their Assumptions in Front of StudentsWhen Teachers Bring in Real Life Experience When Assumptions Were Confirmed & ChallengedIn Team Teaching - When Team Members Take Different Positions and Clarify Each Others’ Assumptions
16CIRCULAR RESPONSE1st person speaks up to 1 minute on her response to the topic or question2nd person (to left of 1st speaker) speaks for up to 1 minute - what she says must respond to, or build on, the 1st speaker’s comments. This can be a question about the previous comment or a disagreementThis process continues once around circle then moves into open conversation
17QUESTIONWhat do you want your students to say about how you train when they are out of earshot?
18TRAINER CREDIBILITY EXPERTISE AT A HIGH LEVEL EXPERIENCE OF REAL WORLD APPLICATIONS & TEACHINGRATIONALE: A THOUGHT OUT APPROACH TO WHY THINGS ARE ARRANGED THE WAY THEY ARECONVICTION: RE. THE IMPORTANCE OF A CLEAR UNDERSTANDING OF CONTENT & SKILLS
19TRAINER AUTHENTICITY CONGRUENCE OF WORDS & ACTIONS FULL DISCLOSURE OF EXPECTATIONS & CRITERIAPERSONHOOD VIA AUTOBIOGRAPHICAL EXAMPLESRESPONSIVENESS TO LEARNERS’ CONCERNSACKNOWLEDGING ERROR
20SNOWBALLING Begin with individual reflection Share with another person Pairs join with pairs & share in quartetQuartets join with quartets …. & so onSHARE …Emerging differencesQuestions & issues raisedContradictions revealed
21QUESTION …What emotions and feelings have hindered or stopped your own learning as an adult?
22Impostorship Cultural Suicide Lost in Limbo Peer Supports RHYTHMS OF LEARNINGImpostorshipCultural SuicideLost in LimboPeer Supports
23FURTHER RESOURCESPOWERFUL TECHNIQUES FOR TEACHING ADULTS (2013 – Forthcoming)TEACHING FOR CRITICAL THINKING (2011)THE SKILLFUL TEACHER (2006, 2nd Ed.)DISCUSSION AS A WAY OF TEACHING (2005, 2nd. Edition) with Stephen PreskillAll published by Jossey-Bass/Wiley