1 Welcome to Part 2! Adult Learners: Principles, Barriers, and Best Practices Presented by Dr. Mary Jo Self

2 Part #2 Conditions the instructor creates DURING instruction Ten Proven Strategies you can use in your next training class 1. Needs Assessments 2. Icebreakers 3. Mix or Match Worksheets 4. Free writes 5. INSERT 6. Anticipation Guide 7. Graphic representations 8. CUBE 9. Feedback visual cues

3 Helping the facilitator or trainer get a better idea of what is already known by the participants Learning Equation Learning = New Information + Connection to Previously Known Information Strategy #1: Needs Assessments

4 Remember Don’t single out a participant Use aggregate (group) data Use it for planning Use it for feedback and review at the end of instruction

5 Strategy #2: Icebreakers Example: “Getting to Know You” Designed to break the ‘ice’ - So What's the "Ice"? Used to encourage the participants to relax and engage in the learning process Why use them: Participants come from different backgrounds. People need to bond quickly so as to work towards a common goal. Your team is newly formed. The topics you are discussing are new or unfamiliar to many people involved. As facilitator you need to get to know participants and have them know you better.

6 BTW: It is also a special-purpose ship or boat designed to move and navigate through ice covered waters. Many, many great icebreakers exist rs.html rs.html real.html real.html e/newLDR_76.htm e/newLDR_76.htm

7 Strategy #3: Mix or Match Worksheet Used to divide participants into groups in an objective manner Can also use colored pencils; different types of candies; different colors of balloons

8 Strategy #4 – Free Writes Purpose: Lifelong Learning Skills of being able to write and clarify thoughts and summarizing thoughts How –To: Provide the focus Set the time limit Make sure all are engaged May not stop writing Must write in complete sentences Can model for them Have students read if they would like Collect free writes Read several out loud (anonymously) and share your own

9 Strategy #5 - INSERT Interactive Notating System for Effective Reading and Thinking Purpose: improve comprehension while reading; being able to synthesize and evaluate ideas during reading.

10 How to use INSERT Provide guide for symbols. Give reading to be completed. As students read, the symbols are used – can be completed lightly in pencil; using post-it notes; pieces of notebook paper.

11 To begin: Might use just a check mark and question mark. Put the chart on the wall or easily viewed location. Use symbols appropriate to your teaching content: C = Cause; E = Effect F = Fact; O = Opinion

12 Next Steps: After students have read and used INSERT; Have small group or classroom discussion based on notations; Large group discussion and/or writing activity such as Cubing.

13 INSERT SYMBOL MEANING OF SYMBOL I Agree. This confirms what I already knew. I have a question about this. I totally don’t understand at all. I disagree. Wow! This is neat! This is important. X !

14 Strategy #6 – Anticipation Guides Used to help participants ‘anticipate’ instruction; Easily constructed using the content of the training session Each statement concerns the important concept of the lesson. Each statement rephrases what the text says. All statements are plausible. Some statements are worded in such a way as to provoke critical thinking about the key concepts.

15 Strategy #7 – Graphic Representations Purpose: Previewing; using prediction; reading critically; visually representing text and using key vocabulary terms to show important relationships Sometimes called ‘mind mapping’ or ‘concept mapping’ Great study tools for students (and for teachers too!)

16 Situational Lack of time cost Dispositional Self concept attitude Institutional Location Inconvenient scheduling Adult Learners

17 Strategy #8 - CUBE Lifelong Learning Skills: Using a thinking taxonomy to better understand information Writing to better comprehend information Great as a review or summary providing meaningful feedback.

18 How to “CUBE” Participants have paper and pencil out (could be on the computer) Use a prepared cube Give a topic/focus/question/issue Using the CUBE participants write individually on each level of thinking. Can conclude at this point or share with a partner; come to a consensus and share with the group.

19 The Thinking Cube Describe: Look closely. Describe what you see. Compare: To what is it similar? Or different? Associate: What does it make you think of? Analyze: What is it made of? What are the component parts? Apply: Tell how it works. What can you do with it? Argue: Tell why it is positive or why it is negative? Or tell why it is important to know about it. Give specific reasons.

20 Strategy # 9 – Feedback Visual Cues Posted around the training room with large sheets of paper Participants use sticky notes to record thoughts during the training Instructor will review all of them; incorporate into the training session at some point.

21 Parking Lot

22 I Get It!

23 Burning Questions I Need Answered

24 Gems I Will Treasure

25 Ideas that S-t-r-e-t-c-h-e-d My Thinking

26 Something I will Erase from my Training

27 Strategy #10 – Review instrument Three things I want to hang onto... Two things to try to see if they are a fit for my training sessions are.. One idea to run with at my next training session..

28 Summary Adult learning is multidimensional and multifaceted. “ Our practices need to be examined in reference to the specific context in which they will be applied. The value of these principles or characteristics is they compel us, as educators, to reflect upon and question our current practices in relation to the specific context and/or environment in which we teach.” (Kistler, pg. 29)

29 Questions?

30 For more information Mary Jo Self, Ed.D. Oklahoma State University Workforce Education 261 Willard Hall Stillwater, OK (405)