1. Facilitating the B.R.C. Classroom Dan Petterson, Ed.D. 231-845-9589 petterson@pobox.com Please work with others on the crossword puzzle on the tables - We will begin when participants are in and seated. Thanks.

2. BRC Principles S - Safety A - Adult Learning M - Motor Skills To remember the guiding principles for coaching the BRC just remember SAM

3. Three “chunks” of material Principles of adult learning - what we know about how the brain works regarding learning new material What are the common characteristics of effective (engaging) learning experiences Specific learning experiences (or activities) that you can implement as alternatives to the Q & A template

4. “Chunk” # 1 Adult Learning Principles 1. Gather paper and something to write with. 2. Get ready to move around the room meeting as many different individuals as you can in the time allotted. 3. Introduce yourself and share one principle of adult learning. 4. When time ends, return to your table and share your findings. You will have 3 minutes.

5. Adult Learners Come to learning situations with their own priorities and attitudes Come to each learning event with unique prior knowledge Understand best if they take charge of their learning Like to contribute and participate actively Want to make their own decisions Want to be treated as independent, capable people Participate in training to improve or alter their daily lives

6. Also The more the adult learner participates and contributes, the more the learner learns The more the adult actively responds to learning the content, the better they learn and retain the content Most adults learn better in a group than they do in isolation

7. “Chunk” # 2 Characteristics of Engaging Learning Experiences Based on our knowledge of adult learners Make a list of characteristics of learning experiences that adults will likely find engaging. Learning experiences that adults will find engaging (involve, require, permit, provide...). You have 3 minutes.

8. What does “engagement” mean? Student engagement is not the same as “time on task” Mere activity is insufficient for engagement Simple participation is not enough Engagement means intellectual involvement with the content or active construction of understanding

9. “Chunk” # 2 Characteristics of Engaging Learning Experiences Based on our knowledge of adult learners Make a list of characteristics of learning experiences that adults will likely find engaging. Learning experiences that adults will find engaging (involve, require, permit, provide...)

10. Learning Experiences that Engage Adults: Reduce stress and create positive feelings Provide opportunities for social interaction Have multiple correct responses or multiple pathways to a correct response Require problem solving Permit participant choice and initiative Require participant thinking Encourage depth rather than breadth Have a real world context Provide opportunities for physical movement & activity

11. Specific Experiences That Support Adult Learning 1. Forming Groups 2. Assigning Questions 3. Learning Material - alternatives to Q & A

12. 3x5 Card Task First, write the description of a specific learning experience that you know works - it is engaging Second, when signaled, leave your table and meet someone to exchange cards with. Talk only long enough to ensure understanding Then, move on to another person with your new card and exchange again. Continue until signaled to stop

13. Take Away Return to your table and write down the two (2) best ideas you heard Also, write when you plan to try out these ideas Leave the cards at the exit - I will collect and send the collection to Bob.

14. Final Note Be sure you have management approval to try alternatives to the Q & A Check the MSF “Best Practice” page Try only 1 or 2 new strategies per course

15. Dan Petterson, Ed.D. Coach Trainer petterson@pobox.com 231-845-9589