1. Engagement of Adult Learners
Week 3 Lecture
AET520
Dr. Eli Collins-Brown

2. Methods of engaging the adult learner
Discussion
Homework as appropriate and suitable to the topic
Technology

3. Discussion Reviews subject matter for mastery Extends subject matter
Develops learner communication skills
Facilitates students’ collaborative skills
Guided discussion – facilitator interjects higher-level questions
Open discussion – unstructured environment allows for creativity
Effective discussion guidelines

4. Discussion – cont. Effective discussion guidelines:
High-interest topic
Learner-centered
Courteous interactions
Keep on track
Welcome diverse suggestions
Transfer of learning to real-life situations
Prepare questions in advance

5. Homework
Timely feedback
Academic integrity concerns

6. Technology PowerPoint® presentations Introduces new topics
Focuses on key points
Provides visuals to facilitate recall
Allows for interaction by learners when combined with Q/A and discussion
Can be used as collaborative projects by learners to demonstrate mastery of concepts

7. Technology – cont. Interactive technologies Synchronous Asynchronous
Whiteboard functions of a course management system allow for simultaneous demonstration and discussion
Chats provide real-time interactions of learner to teacher and learner to learner
Asynchronous
Discussion threads allow learners time to process information and reflect on answers
provides opportunities to answer learner questions and clarification of concepts

8. Technology – cont. Simulations Involves learners
Simulates situations that may be impossible, too dangerous, or too expensive to experience in reality
Increases problem solving skills
Allows adult learners to apply learning to real life situations

9. Essential components of collaborative learning
Collaborative learning is an umbrella term for a variety of approaches in education that involve joint intellectual effort by learners, or by learners and teachers
Learners interact to share ideas, explore a question, and complete a project
Groups of learners work together in searching for understanding, meaning, or solutions or in creating a product

10. Essential components – cont.
Collaborative instructional methods
Facilitator or learner presentations to the total group
Facilitator questions the whole class or group
Whole-group discussions
Small-group discussions, projects, assignments, or presentations
Participant pairs or triads for discussions, projects, assignments, or presentations
Small groups in front of the class (debates, panels, dialogues, forums)
Cooperative learning

11. Essential Components – cont.
Benefits of collaborative learning
Develops higher-level thinking skills
Promotes learner-facilitator interaction and community
Increases learner retention
Enhances learner satisfaction with the learning experience
Develops oral communication and social interaction skills
Uses a team approach to problem solving while maintaining individual accountability
Encourages diversity understanding
Stimulates critical thinking and helps learners clarify ideas through discussion and debate
Greater ability of learners to view situations from others' perspectives (development of empathy)
Creates a stronger social support system
Promotes social and academic relationships well beyond the classroom and individual course
Creates environments where learners can practice building leadership skills

12. Essential Components – cont.
Collaborative instructional settings of adult learners are independent social systems
Adult learner social systems are community, power and influence, communication patters, member roles, and classroom norms
Creating an effective social system (Tschannen-Moran & Hoy, 2000)
Group characteristics – know the cognitive development, social and emotional maturity, and skills of the group
Goal setting – be aware of social skills and affective processes that are audience appropriate for the group. Set realistic goals.
Getting there – design group tasks, select learning strategies and determine instructions, resources and rewards, and decide on assessments
Guiding the process – move about the room and check for understanding. Check for the quality and quantity of interactions.
Gazing backward – reflect on what went well and where there were problems

13. Essential Components – cont.
Decisions to be made before instruction begins in a collaborative learning environment (Johnson, et al., 1991, 1998)
Determine the group size – generally, the shorter the task, the smaller the group
Assign participants to groups – instructor should select the group (heterogeneous groups are generally better)
Arrange the room (if possible) so participants can face one another and the instructor can walk up to each group
Plan instructional materials to promote interdependence, especially with newer groups or inexperienced participants
Structuring the task and positive interdependence
Explain the academic task
Ask the class specific questions to check learners' understanding of the assignment

14. Essential Components – cont.
Decision to be made before instruction (cont.)
Explain your criteria for success
Structure positive interdependence by reinforcing that the learners have a group goal (not just an individual goal) and that they need to rely on one another
Structure individual accountability by observing members' participation, providing quizzes, allowing group members edit another learner's work, having learners explain the concepts to another member, or asking specific group members questions
Monitoring and intervening
Monitor learners' behavior to make sure that they work collaboratively and to observe their thinking process
Assist with tasks as needed to clarify instructions or concepts
Intervene to teach social skills if learners are having difficulty working together
Praise good collaborative exchanges when observed

15. Questioning techniques
Procedures
Gain the attention of the class
Clearly state the question
Wait 3-5 seconds before calling on one learner to respond
Distribute questions fairly to encourage class participation (Refer to Figure 8-2 in Chapter 8 of Models, Strategies, and Methods for Effective Teaching)
Acknowledge the response or redirect the question
Probe for clarification or a higher-level response

16. Questioning techniques – cont.
Phrasing
Be brief
Sequence questions logically
Word the question appropriately for the audience
Use convergent questions to elicit one right answer
Use divergent (open-ended) questions to produce multiple appropriate responses
Use evaluative questions to help participants make judgments

17. Questioning techniques – cont.
Practices to avoid
Questions with yes/no answers
Multiple questions at one time
Repeated questions asked to the entire class
Rhetorical questions
Repeating a participant’s answer

18. Questioning techniques – cont.
Levels of questions (Bloom’s Taxonomy)
Lower level
Knowledge level – recall information
Comprehension – describe and provide examples
Application – apply the knowledge to solve problems
Higher level
Analysis – break down the information
Synthesis – organize information in a new way
Evaluation – judge the information

19. Questioning techniques – cont.
Handling responses
Prompts – encourage participants
Probes – elicits higher level responses
Redirect – confirms responses, invites comments, and rephrases questions