1. From Telling to Teaching A Dialogue Approach to Adult Learning Karen Sherbondy, RD., LD.

2. Different teaching method Learner-centered education Hands-on activities Participants actively engaged in learning

3. Learner-centered education (LCE) Teaching that involves active participation of the leader and the learner Gets all involved and centered on the learning Sharing and comparing experiences of the learners Creates a safe environment for learners to consider changing behaviors

4. LCE IS About the learner About what the learner needs to do to remain engaged and excited Structure within the flow of discussion and exchange of ideas

5. LCE is NOT About the educator Lectures with activities added Based on a pre-written script

6. Laying the foundation Setting the learning environment Learning style preferences Activate prior learning Partner interactions Open questions Reinforce learning

7. Adult learning principles Environment – Safe – Respectful – Work in small groups Information – Personally relevant – Immediately useful Style – Engaging – Open-ended questions – Remember learning styles

8. Activate prior learning and experience Why do we activate prior learning? – Link new information to what already know

9. Learning style preferences Visual Auditory Kinesthetic

10. Do it all Incorporate all learning styles into your teaching Hear it Write it Do it Say it

11. Open questions Allow for conversation Let learner reflect and make personal meaning of new information What do open-ended questions sound like?

12. Scenario You are presenting a lesson about sweetened beverages to a group of new mothers Traditional closed-ended question: – Is there any problem with your child drinking soda pop when he/she asks for one?

13. Open-ended questions Find out if learner recognizes there is a problem – What are some of the problems in giving your child soda pop whenever he/she asks for it? Find out if learner has any concerns about the issue – What concerns you about your child drinking sweetened drinks? Find out learner’s level of confidence in making changes – Which ideas make you believe you could give your child water instead of soda pop?

15. Reinforce the learning How can your learners review information in fun, yet meaningful ways? How can you improve the odds that they will use the information or skill after they leave you?

16. Learner-centered approach Balance between meeting learner’s need while providing valuable information

17. Who’s the expert? Educator is the expert in information and the experiences of others Client is the expert in his/her behavior and life

18. Dialogue approach The delivery of new information combined with opportunities for learners to do something with it – Open question and responses – Conversation – Learners decide the meaning of new information and importance to them

19. What What is to be taught? What do participants need to know or know how to do?

20. What Decide what to leave in and what to leave out! We should be teaching half as much in twice the time Let go of content!

21. What will the learner do with the content? Link content to an achievement objective – Information they need – What they will do with information – How it will happen

22. How How will the session be designed so that the learners will achieve the objectives?

23. Learning Tasks Anchor Add Apply Away

24. Anchor Ground the topic in the learners’ lives

25. Add Provide new information

26. Apply Have learners do something with the information

27. Away Allow learners to move the information into the future

28. The power of the visual Why use visuals? – Help learners by adding graphic organizers

29. Facilitation skills Waiting Affirming Weaving

30. Our goal Invite learners to make meaning and form new ideas, skills and behaviors to fit into their own context

31. Our role To teach, not to tell

32. An interactive adult curriculum 32

33. Let’s put it all together Here we go!!