Teaching the “Tell Me What to Do” Generations RRLC Pizza Session October 20, 2008 Suzanne Bell

What this Lecture will cover  Adult learners – how and why they’re different  A few words about the brain, learning, and aging  Implications of the above on teaching  Most useful teaching methods  Comments on teaching styles – bringing all the above together  Case Study and Discussion Suzanne Bell2RRLC Oct. 20, 2008

Learning Objectives  Share what I learned from the literature, the “theory”  Why teaching adults is different  Help you approach your planning for adult classes differently  Provide some specific suggestions, ideas, teaching methods to use  Offer an opportunity to share your experiences: see how practice compares to theory RRLC Oct. 20, 2008Suzanne Bell3

“Andragogy” vs. Pedagogy: experience plays a primary role RRLC Oct. 20, 2008Suzanne Bell4

Other differences  Older people get, the more diverse they are, based on…  Age, gender, ethnicity, language, culture, disabilities, socioeconomic factors, geography, education, past experience  Motivation for learning: very “life-centered” – want to learn to solve particular problems they face in life.  Desire to be self-directed (so much for “tell me what to do”!) RRLC Oct. 20, 2008Suzanne Bell5

Stuff About the Brain How do you “learn”? What makes for lasting memories? What happens as you age? RRLC Oct. 20, 2008Suzanne Bell6

The Brain  Neurons fire + emotional chemicals  neural networks and synapses = learning  Information, sensations enter via the senses  Brain is a “pattern-finding organ”  Activate my cortex and I’ll remember!  Aging and the brain – not all bad news… although “use it or lose it” is true. RRLC Oct. 20, 2008Suzanne Bell7

Implications for Teaching Key to working successfully with adults: participation. They need to be active participants in the learning activity. RRLC Oct. 20, 2008Suzanne Bell8

Making Active Participants  Need to involve students in planning.  Idea: tell them what your objectives are – but then ask, “what do you want to get out of this experience?” To ultimately produce a combo.  And ask them what they already know (or think they know)… RRLC Oct. 20, 2008Suzanne Bell9 Implications for Teaching

Active Participants con’t.  Engage learners in activities through their experience ; connect new learning to the learner’s personal experience. How? RRLC Oct. 20, 2008Suzanne Bell10 And most of all… Big Picture before details Present new concepts in a a.Logical b.Sequential c.Manner Use Experiential Techniques! Implications for Teaching

Take Your Time Allow time and opportunity for learners to organize new info and connect it with past experience. It’s slow, all this input, hook up, store… RRLC Oct. 20, 2008Suzanne Bell11 Implications for Teaching

Maintain attention levels (high attention, not high anxiety!) RRLC Oct. 20, 2008Suzanne Bell12 Implications for Teaching

Attention…  Physical comfort  Change pace (teaching method) after ~20 minutes  Use plenty of discussion  Use humor, various media  Strive for activities that engage more of the senses  Repeat … reiterate… revisit… important points, in a variety of ways RRLC Oct. 20, 2008Suzanne Bell13 Implications for Teaching

Role of E m o t i o n  Fear or anger block and prevent learning!  Provide a supportive, welcoming environment  Use metaphors and analogies that create vivid images that learners can envision  Use of narratives: stories to convey information, from instructor to students, and from students to class  Remember there can be negative emotions too! RRLC Oct. 20, 2008Suzanne Bell14 Implications for Teaching

Create meaning through RRLC Oct. 20, 2008Suzanne Bell15 Implications for Teaching

Stimulate the Aging Brain  Stimulation positively influences the aging brain:  Novel experiences and stimuli that are enjoyable cause the brain to continue building neural networks throughout the aging process  Remaining flexible, improvising, and trying unorthodox approaches is good for the aging brain  Allow more time to learn, especially new material. RRLC Oct. 20, 2008Suzanne Bell16 Implications for Teaching

Teaching Methods Conveying your message effectively RRLC Oct. 20, 2008Suzanne Bell17

Lecture RRLC Oct. 20, 2008Suzanne Bell18 Teaching Methods

Demonstration RRLC Oct. 20, 2008Suzanne Bell19 Teaching Methods

Case Study RRLC Oct. 20, 2008Suzanne Bell20 Teaching Methods

Problem-Based Learning RRLC Oct. 20, 2008Suzanne Bell21 Teaching Methods

Teaching Styles RRLC Oct. 20, 2008Suzanne Bell22 Sage on the stage, guide on the side, or coach?

Two Major Styles Responsive, collaborative, learner- centered mode: doesn’t necessarily apply to business training, continuing professional education, etc. RRLC Oct. 20, 2008Suzanne Bell23 Controlling, teacher-centered mode: can fail if not sensitive and unable to adjust to student needs. Teaching Styles

Which is “Right”?  Both are!  Older learners may initially anticipate – even desire – traditional teaching methods; want clear and explicit instructions; material organized into small units, with a clear structure. (“Tell me what to do”) However…  Older learners’ high motivation, substantial and diverse life experiences, mature interpersonal skills provide rich foundation for collegial learning strategies (group discussion, small group projects, etc.); also individual, self-paced methods. RRLC Oct. 20, 2008Suzanne Bell24 Teaching Styles

Last Word (from me, at least) “None but the humble become good teachers of adults.” RRLC Oct. 20, 2008Suzanne Bell25 Teaching Styles