2010 OSEP Leadership Mega Conference Collaboration to Achieve Success from Cradle to Career Applying Principles of Adult Learning to Presentations and Trainings Helen W. Post, Executive Director, Utah Parent Center Carol Trivette, Ph.D., Center for Early Literacy Learning (CELL), NC Parent Strand Presentation #

Knowledge comes - little by little - line upon line - over time. Our confidence needs to build as skills develop and then are used in regular, everyday interactions. Every day we can make a difference…

"Every day holds great promise." 3

Adults Learn Differently than Children

Learning Styles Visual Auditory Kinesthetic

The trainer’s job is to motivate adults to learn. Adults learn best when what they are taught seems useful. They want immediate applicability. Adults retain knowledge longest when they practice what they learn.

Accommodate the need for variety!

Two Types of Evidence-Based Practices Evidence-Based Intervention Practices  Early childhood intervention practices Evidence-Based Implementation Practices  Adult learning methods

Participatory adult learning Coaching/mentoring Just-in-time training Guided design Accelerated learning Early child contingency learning Interest-based child learning Natural environment practices Classroom practices Communication and language learning Early literacy learning Family systems intervention practices Implementation PracticesIntervention Practices

Tell me, I forget. Show me, I remember. Involve me, I understand. Chinese Proverb

PALS (Participatory Adult Learning Strategy) PLAN APPLICATIONRECYCLE Active Learner Involvement Reflection and Mastery Practice and Evaluate Introduce and Illustrate Identify Next Steps in the Learning Process INFORMED UNDERSTANDING

Research Foundations of PALS a Research synthesis of 79 studies of accelerated learning, coaching, guided design, and just-in-time-training 58 randomized control design studies and 21 comparison group studies 3,152 experimental group participants and 2,988 control or comparison group studies Combination of studies in college and noncollege settings Outcomes included learner knowledge, skills, attitudes, and self-efficacy beliefs a Trivette, C.M. et al. (2009). Characteristics and consequences of adult learning methods and strategies. Winterberry Research Syntheses, Vol. 2, Number 1.

Plan Introduce  Engage learners in a preview of the material, knowledge, or practice  For instance, provide what is needed to understand the illustration and do the practice activity; usually descriptive information on a slide, handout, presentation, pre- presentation assignment Illustrate  Demonstrate or illustrate the use of the material, knowledge, or practice for learners  For instance, describe information that was introduced, show DVDs, read practice guides, model through role play Components of the PALS Approach

Application Practice  Engage learners in the use of the material, knowledge, or practice with one or more activities  For instance, use CELL DVD, practice guides, apply material to trainee’s personal situation, problem-solving activities Evaluate  Engage learners in a process of evaluating the consequence or outcome of the practice activity  For instance, small or large group discussions focused on questions about the activity (e.g., what was learned, what could this mean for your work?), trainer feedback Components of the PALS Approach continued

Informed Understanding Reflect  Engage learners in self-assessment of their acquisition of knowledge and skills as a basis for identifying “next steps” in the learning process  For instance, could use a checklist to make this self- assessment, group reflection, performance improvement reviews Mastery  Engage learners in a process of assessing their experience in the context of some criteria or reference as foundation for identifying new learning opportunities.  For instance, provide customized follow-up support (e.g., phone and with state team and TA liaison, conference calls with other CELL trainers) Components of the PALS Approach continued

Major Findings from the Research Synthesis

Practices Number Mean Effect (d) Size 95% Confidence Interval StudiesEffect Sizes Pre-class exercises Out of class activities/ self-instruction Classroom/workshop lectures Dramatic readings Imagery Dramatic readings/imagery Effect Sizes for Introducing Information Practices

Practices Number Mean Effect (d ) Size 95% Confidence Interval StudiesEffect Sizes Learner input Role playing/simulation Real life example/real life + roleplaying Instructional video Effect Sizes for Illustrate/Demonstrate Practices

Characteristics Number Mean Effect (d) Size 95% Confidence Interval Studies Effect Sizes Real life application + role playing Problem solving tasks Real life application Learning games/writing exercises Role playing (skits, plays) Effect Sizes for Practicing Characteristics

Practices Number Mean Effect (d) Size 95% Confidence Interval Studies Effect Sizes Assess strengths/weaknesses Review experience/make changes Effect Sizes for Evaluation Practices

Practices Number Mean Effect (d) Size 95% Confidence Interval Studies Effect Sizes Performance improvement Journaling/behavior suggestion Group discussion about feedback Effect Sizes for Reflection Practices

Practices Number Mean Effect (d ) Size 95% Confidence Interval StudiesEffect Sizes Standards-based assessment Self-assessment Effect Sizes for Mastery Practices

Effect Sizes for the Study Outcomes

Cumulative Effects of the Adult Learning Characteristics

State-of-the-Art Knowledge Base Active involvement of learners in learning new knowledge or practice is a necessary condition for understanding and mastery of the topic or focus of learning or training.

How Active? Active learner involvement needs to occur before, during, and after participation in any kind of training opportunity or learning experience is to have optimal positive effects and benefits.

Practice Characteristics Type of In-Service Training Conference Presentations Half Day/ Full Day Workshops Multi-Day Workshops Field-Based Training Enhanced Field-Based Training Trainer introduction of the practice ++++ Trainer illustration of use of the practice ±++++ Trainee application/use of the practice -±++++ Trainee evaluation of his/her use of the practice --±+++ Trainee reflection on his/her learning --±+++ Trainee assessment of learner mastery Multiple learning sessions NOTE. - = No activity or opportunity, ± = limited opportunity, + = multiple opportunities, and ++ = multiple and varied opportunities. Characteristics of the Different Types of In-service Training

Participants’ Judgments of the Benefits of the Five Different Types of Training

Influences on hours of training on three types of training provided the participants.

Reflection Questions What have been the most important things for you to remember when thinking about adult learning styles particularly with the current generation of parents with young children? Beyond the transitional workshops and trainings, what have you found as effective methods to provide information to parents? How might you provide ongoing learning support to parents, who are interested, as they learn new skills?

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Free download Trivette, C. M., Dunst, C. J., Hamby, D. W., & O'Herin, C. E. (2009). Characteristics and consequences of adult learning methods and strategies [Winterberry Research Syntheses, Vol. 2, Number 2]. Asheville, NC: Winterberry Press. Dunst, C. J., & Trivette, C. M. (2009). Let’s be PALS: An evidence-based approach to professional development. Infants and Young Children, 22, address:

If we use this information… Every day we can make a difference…

“Tomorrow is the most important thing in life... It comes to us at midnight very clean. It’s perfect when it arrives and puts itself in our hands and hopes we’ve learned something from yesterday.” - John Wayne