1. Learning and Knowing: Non – Western Perspectives
By Heather Holshouser

2. Phase I
Description: Learning and Knowing: Non – Western Perspectives discusses the ways different cultures of the world embrace and educate adult learners. The purpose of this lecture is to enlighten learners of the nonwestern ways of learning and knowing. Western culture is dedicated to teaching adult learners in the ways of textbooks, journals, and academic education, more of the formal type of education. Learners are encouraged to go beyond what we already know, and embrace other cultures and the way they teach in order to enlarge our understanding of adult learning.
Target Audience: The target audience is for the adult Learners attending the Learning in Adulthood course. The general age range for this audience is with a bachelor’s degree level of education at a minimum. Participants will have a knowledgeable background in the most common strategies in western instruction from attending previous courses related to this field of study.
Discuss a summary of the course and the target audience requirements.

3. Participants will discuss key concepts involved;
Delivery Modality and Length of Session: This course will be face to face held in a class or conference room and will last two hours.
Session Goals:
Participants will be able to describe the value of learning other perspectives;
Participants will discuss key concepts involved;
Participants will be able to identify different perspectives on learning from other cultures;
4. Participants will compare common perspectives among non-
western cultures that contrast to the western culture of
learning.
Discuss the modality of the course
Talk about the goals of the course and what they will learn by the end.

4. Phase II Session Goals: Aligned to Learning Objectives:
Participants will discuss key concepts involved
Given a presented power point presentation through a lecture, participants will be able to describe a minimum of 2 of the 5 key concepts involved with 90% accuracy.
Participants will be able to identify different perspectives on learning from other cultures
Given a presented power point presentation through lecture and a group activity, participants will be able to explain 3 of the 5 perspectives and their purpose with 95% accuracy.
Participants will compare common perspectives among non-western cultures that contrast to the western culture of learning
Given a presented power point presentation through lecture and an individual activity, participants will be able to compare and contrast 4 of the 5 perspectives with 100% accuracy.
Explain the criteria to be met in order to be successful in meeting the goals that are outlined for this course.

5. Goals and Objectives cont’d…
These objectives will use collaborative learning as well as encourage critical thinking skills as the participants work individually and in group settings to study and gain the ability to teach back the knowledge they have learned.
To support the session goals, power point presentations will be given by the instructor in a lecture format. In addition there will be several activities, both individual and group, to enhance the collaborative learning exercises. Participants will be given a brief pre-activity worksheet to test their current knowledge of the content. Throughout the lesson, participants will be given activities to enhance their learning and provide knowledge checks and teach back opportunities.

6. Phase III
Length of course and start date: This course will be two hours in length with a starting time of 8:00 am and an ending time of 10:00 am. There will be a few ten minute breaks throughout. The anticipated start date of this course is August 1, 2015.
Individuals involved: Individuals involved in the implementation of this course are the facilitator, and the learners.
Resources: Resources needed for this course are a computer and projector. Materials needed to be prepared are the power point slides and handouts, activity sheets, match up game, quiz and evaluation.
Communication: This course will be communicated through the university course list and will be a prerequisite for students completing a bachelor’s degree in workforce education.
Participants: Participants will be selected based on their status in their chosen degree and courses still required to complete their degree.
Give an overview of the course, who will be involved, and what the participants will need to participate

7. Why Study Other Ways of Learning and Knowing?
Building interest: To build interest, the following will be the summary of the course to attract learners:
Why Study Other Ways of Learning and Knowing?
The western perspective can sometimes be dominated by thinking that we know what we are doing; we have perfected the art of teaching, so we have no need to look at other systems of learning. This view is considered to be ethnocentric, meaning that we think that our culture group is superior to others.
Discovering other ways to incorporate cultural learning will enable learners to broaden their perspectives of what they have been taught in their current cultures. This lecture will encourage them to embrace other ways of learning from other cultures that have been proven to be successful and apply them to their future trainings.
Gain buy in
Motivate the learners by telling them why this course will benefit them (WIIFM)

8. Implementation:
During the opening of the presentation, there will be a group get to know you activity.
The majority of the presentation will be lecture led with interactive activities included throughout.
The learners will be presented with a guided power point presented by the instructor. Before the lecture begins, a crossword puzzle activity sheet will be handed out for the students to see what they know about nonwestern cultures in regard to adult education, when the lecture is complete, the same activity sheet will be handed out to evaluate what they have learned from the lecture.
Another activity will be an individual match up game. This game will consist of the types of learning styles along with the culture they are derived from.
Give a brief description of the plan of action for implementing the course

9. Implementation cont’d….
The groups teach back activity will be a way for the learners to creatively brainstorm ways in which they can begin to incorporate the learning styles into education learning activities. The learners will be divided into groups of 3-4 and each group will be given a culture.
They will have fifteen minutes to discuss among themselves the cultural learning styles that belong to that specific culture, and ways that they can incorporate them into their future education learning activities as well as how to create a buy in to some of the different learning styles from their clients.
To ensure the attendees are engaged in learning, some of the text in the power point is in purple. This is intentional as to bring their attention to highlights of information that they will need to know for the upcoming quiz.
Explain the interactive activities that will be incorporated to promote engagement

10. Formative Assessment: An initial evaluation will be conducted at the end of the lecture that will give an idea of how the attendees reacted to the information provided; was it helpful to their jobs?; is it easy to understand?; what did the attendee take away from the training that will help them? In addition there will be a pre-activity worksheet to assess the learner’s general knowledge of the subject.
Discuss how you will assess the needs of your learners

11. Phase IV Learning Materials: • Group Interaction Activity
• Power Point presentation
• Class Activity Worksheets
• Match Up Game
• Quiz
Learning Materials Samples
The following samples used to support the lecture are attached:
Power Point Presentation used during the lecture
Crossword Puzzle Activity Sheet
Match Up Game
Session Outline
Describe the materials you are using for the course and why they are beneficial

12. Course Timeline and Agenda:
Schedule/Timeline: 8:00 am -10:00 am
Timing
Element/Content
Method
Reasoning
15 minutes
8:00 – 8:15 am
Welcome and Introduction
(Ice-breaker: Two truths and a lie)
Opening Exercise
Establish connection between students
10 minutes
8:15 – 8:25 am
Pre-Activity Worksheet
Individual Activity
Brief review of the students’ general knowledge of the subject
(knowledge check)
8:25 – 8:35 am
Key Concepts of Learning and Knowing: Non – Western Perspectives
Lecture
Discuss the value and impact of learning other cultures ways of learning
25 minutes
8:35 – 9:00 am
Match Up Game
Enable students to apply and build their knowledge
(Knowledge Check)
9:00 – 9:10 am
Identify Different Perspectives on Learning from Other Cultures
Discuss five different perspectives and their purpose
9:10 – 9:25 am
Teach Back Activity
Group Activity
Strategic thinking on how to apply knowledge
9:25 – 9:35 am
Compare Common Perspectives Among Non- Western Cultures that Contrast to the Western Culture of Learning
Compare and Contrast the five perspectives
9:35 – 9:45 am
Post Activity Worksheet
9:45 – 9:55 am
Quiz
Evaluate what they have learned
5 minutes
9:55 – 10:00 am
Grade Quiz
Provide explanatory feedback by explain the correct answers and the reasons they are correct
Give a brief overview of the timeline this course will take

13. Evaluation Strategy
An initial evaluation will be conducted at the end of the lecture that will give an idea of how the attendees reacted to the information provided; was it helpful to their jobs?; is it easy to understand?; what did the attendee take away from the training that will help them? This initial evaluation form is attached.
In addition, attendees will be given a short quiz to measure what they have learned. This is a short ten question quiz that will be completed at the end of the lecture. This quiz is attached.
Describe the evaluation methods you are going to use such as the initial evaluation, the quizzes, the teach back activities etc…

14. Evaluation Strategy cont’d…
To evaluate a change in behavior a follow up questionnaire will need to be distributed to the attendees. This will include questions that will be asked to the attendees in an interview format 3 months after the completion of the presentation. Questions that pertain to what they learned, how they are using the knowledge, do they have the resources to use the knowledge taught, and what suggestions do you have to improve the training?
To evaluate results a questionnaire will be provided to supervisors about each of their attendees. This will ask specific questions about quality improvement in presentations and trainings they have performed since the attending the lecture. This questionnaire will be distributed 9 months after the completion of training.
Explain how their application and knowledge learned in this course will be evaluated over time for quality feedback and improvements to the course.

15. References
Merriam, S., & Caffarella, R. (1991). Learning in adulthood: A
comprehensive guide. San Francisco: Jossey-Bass.