Training Module Summary Assumptions about adult learning Learning environments that honor these assumptions Methods to foster these environments

Concerns and Issues Managing classroom of “grown-ups” Motivating participants to learn Encouraging skill development across the curriculum Providing meaning feedback

“Integrated Instruction” Fostering learning in multiple ways Fostering multiple forms of learning Helping learners make connections Disciplines or subjects Subject matter and experience Cognition and emotion Self and world

Assumptions About Adult Learning Deeply involves the self Occurs in particular contexts Involves making connections within the learning environment Reflects meaning-making “…school should be a safe place, the way home is supposed to be. A place where you belong, where you can grow and express yourself freely, where you know and care for the other people and are known and care for by them” (p. 127). From: J. Tompkins, A Life in School

Instructional Environments for Adult Learners Active Collaborative Thematic Relevant & problem-oriented Opportunities for practice

Teaching Methods to Foster Effective Learning Environments Modified lecture Collaborative learning strategies Feedback

Why Lecture? “It is a tradition. It was part of my training and seems like what I should be doing. I somehow feel guilty when I am not lecturing.” From: T. Creed (1986), “Why we lecture, Symposium: A St. John’s Faculty Journal, 5, 17-32

The Modified Lecture Two minute pauses for clarification Small group work on a discussion question Use of student-generated questions

Moving Toward a Learning Paradigm “I could never fool myself into believing that what I had to say was ultimately more important to the students than what they had thought and felt. I had learned that each student was a walking field of energy teeming with agendas. I had to conduct my classes so as to tap into the energy field and elicit those agendas” (p). 121. From: J. Tompkins, A Life in School

Collaborative Learning Strategies Cooperative learning Focused on specific, well-structured learning task Short periods of time Case studies, problem-based learning Focused on case scenarios or real-life problems Learning tasks are more uncertain, ambiguous Intermediate time frames - single class session to a few weeks

Learning Community Wide variety in and out of classroom Longer time frame - weeks to a semester Often involves work with other disciplines Focus on multiple problems Emphasis on social as well as academic aspects of learning Generally integrates more aspects of learning process

Possible Examples of Learning Communities Theme: Ways of knowing Foundations of Inquiry Introduction to Philosophy Contemporary Issues in Science and Technology

Use of Feedback Focus on Quality - criterion-based Appropriateness to task

Kinds of feedback strategies Peer Teacher Timing:Frequent and focused

Debriefing Focus on process issues Was the task and objectives clear to everyone? Did everyone have a chance to participate? How were decisions made? Were emotions and feelings recognized and honored? Recommendations for improvement of group process

Summary Fostering adult learning calls for integrated approaches to teaching Integrated instruction helps adults make connections Subject matter is a pathway to lead the self out into the world By coming to know the world, our learners come to know themselves