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

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

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

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

Homework Timely feedback Academic integrity concerns

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

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 Email provides opportunities to answer learner questions and clarification of concepts

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

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

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

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

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

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

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

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

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

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

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

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