1. WINTER Template Learning: Laying the Foundation for Effective Work & Assessment 01 Erin Thomas, Ph.D. & Julia Broskey, M.Ed.

2. WINTER Template 01 Layout Types of Learning Styles Adult Learning Theory Practical Application

3. 02  Solve problems  Lead to positive outcomes  Build effective learning experiences  Others? Why learn about learning?

4. 02 You need to put together an Ikea bookshelf, you: □ Lay out the pieces and put it together similarly to other things you’ve “built” □ Read the instructions thoroughly, then put together as instructed □ Ask someone who has done something similar before to help you go through the process How do you learn?

5. 02 You’re asked to write a report on Title IX, you: □ Gather a team of folks who work with Title IX to learn from them and get direction on resources □ Create the structure for your report, begin with the sections you know, and do additional research to fill- in the gaps □ Dive into the research and reports on Title IX to analyze what is out there and then begin to formulate the report How do you learn?

6. 02 How do you learn? You’re starting in a new office/position, you: □ Read up on as much as you can get your hands on and create a plan for how you’ll integrate into the new office and position □ Reach out to folks in the office to ask them questions about the work, culture, students, etc. □ Mentally go through the tasks of your first day (or two) and prepare for them the best you can based on previous experiences

7. Learning: Meeting Needs 02 Maslow’s Hierarchy of Needs

8. Learning: Styles Preferences 02

9. Learning: Styles 02

10. 03  Behaviorist  Breaking down tasks to facilitate and measure learning  Observing small tasks and making inferences about more sophisticated performances  Creating a “scope & sequence” to guide instruction, ideally until learning tasked is “mastered” Learning: Cognition

11. 03  Cognitive  Learning means making meaning in discipline-specific ways through the lens of human development  Observing prior knowledge and cognitive schema  Curriculum, instruction, and assessment look for development of meaning and provide experiences to promote and observe learning that may be active or performance-based Learning: Cognition

12. 03  Situative  Learning occurs in specific contexts or situations and is socially mediated  Observation is of “authentic” tasks and context is a consideration  Curriculum and instruction provide authentic opportunities to acquire knowledge and practice skill in situations with social learning dimensions Learning: Cognition

13. 03  Match content and cognition Learning: Cognition

14. 03  Assessment Triangle Theory of Cognition Aligned Observations Gather & Interpret Evidence Learning: Cognition

15. 04 Aid students in becoming autonomous learners Pedagogy (child-leading) to andragogy (adult-leading) Adult-dependent to self-direct Implicitly accept to challenge new information Minimal aim/direction to immediate application & relevance “Others” responsible to accepting responsibility Adult Learning Theory?

16. 04 Adults have a need to know why they should learn something Adult Learning Theory

17. 04 Adults have a deep need to be self-directing Adult Learning Theory

18. 04 Adults have a greater volume and different quality of experience than youth Adult Learning Theory

19. 04 Adults become ready to learn when they experience in their life situations a need to know or be able to do in order to perform more effectively and satisfyingly Adult Learning Theory

20. 04 Adults enter into a learning experience with a task-centered (or problem-centered or life-centered) orientation to learning Adult Learning Theory

21. 04 Adults are motivated to learn by both extrinsic and intrinsic motivators Adult Learning Theory

22. 05 Teamwork

23. 05 Practical Application Program Service Training Meeting Hiring/Search

24. 05 Assessment Of learning For learning As learning Clear learning purpose & focus Be aware of previous knowledge held by others Tips & Recommendations Match content with cognition, goals, and learning styles Structure experiences to advance learning

25. 05 What types of learning styles did you see? How will you use this information? Notice other’s learning styles Try to implement this in your next meeting OR now’s when we’re planning training Questions? Practice & Wrap Up

26. 05 Earl, L. (2003). Assessment as learning: Using classroom assessment to maximize student learning. Thousand Oaks, CA: Corwin Press. Greeno, J. G., Collins, A. M., & Resnick, L. B. (1996). Cognition and learning. In D. Berliner and R. Calfee (Eds.), Handbook of educational psychology (pp. 15-41). New York, NY: MacMillian. http://www.ccu.edu/blogs/cags/2011/10/how-adults-learn-compared-to- younger-learners/ https://teal.ed.gov/sites/default/files/Fact- Sheets/11_%20TEAL_Adult_Learning_Theory.pdf References