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Welcome to Part 2!Adult Learners: Principles, Barriers,
and Best PracticesPresented by Dr. Mary Jo Self
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Part #2Conditions the instructor creates DURING
instruction Ten Proven Strategies you can use in your
next training class1. Needs Assessments2. Icebreakers3. Mix or Match Worksheets4. Free writes5. INSERT6. Anticipation Guide7. Graphic representations8. CUBE9. Feedback visual cues10. 3-2-1
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Helping the facilitator or trainer get a better idea of what is already known by the participants
Learning Equation Learning = New Information + Connection to Previously Known Information
Strategy #1: Needs Assessments
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RememberDon’t single out a participant
Use aggregate (group) dataUse it for planningUse it for feedback and review at the end of instruction
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Strategy #2: IcebreakersExample: “Getting to Know You” Designed to break the ‘ice’ - So What's
the "Ice"?Used to encourage the participants to
relax and engage in the learning processWhy use them:
Participants come from different backgrounds.
People need to bond quickly so as to work towards a common goal.
Your team is newly formed.The topics you are discussing are new or
unfamiliar to many people involved.As facilitator you need to get to know
participants and have them know you better.
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BTW: It is also a special-purpose ship or boat designed to move and navigate through ice covered waters.
Many, many great icebreakers exist
http://wilderdom.com/games/Icebreakers.html
http://www.eslflow.com/ICEBREAKERSreal.html
http://www.mindtools.com/pages/article/newLDR_76.htm
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Strategy #3: Mix or Match Worksheet
•Used to divide participants into groups in an objective manner
•Can also use colored pencils; different types of candies; different colors of balloons
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Strategy #4 – Free Writes Purpose:
Lifelong Learning Skills of being able to write and clarify thoughts and summarizing thoughts
How –To:
Provide the focus
Set the time limit
Make sure all are engaged
May not stop writing
Must write in complete sentences
Can model for them
Have students read if they would like
Collect free writes
Read several out loud (anonymously) and share your own
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Strategy #5 - INSERTInteractive Notating System for
Effective Reading and ThinkingPurpose: improve comprehension
while reading; being able to synthesize and evaluate ideas during reading.
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How to use INSERT
Provide guide for symbols.Give reading to be completed.As students read, the symbols are
used – can be completed lightly in pencil; using post-it notes; pieces of notebook paper.
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To begin:Might use just a check mark and
question mark.Put the chart on the wall or easily
viewed location.Use symbols appropriate to your
teaching content:C = Cause; E = EffectF = Fact; O = Opinion
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Next Steps:After students have read and used
INSERT;Have small group or classroom
discussion based on notations;Large group discussion and/or
writing activity such as Cubing.
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INSERTSYMBOL MEANING OF SYMBOL
I Agree. This confirms what I already knew.
I have a question about this.
I totally don’t understand at all.
I disagree.
Wow! This is neat!
This is important.
X
!
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Strategy #6 – Anticipation GuidesUsed to help participants ‘anticipate’
instruction;Easily constructed using the content of the
training sessionEach statement concerns the important
concept of the lesson.Each statement rephrases what the text
says.All statements are plausible.Some statements are worded in such a way
as to provoke critical thinking about the key concepts.
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Strategy #7 – Graphic RepresentationsPurpose:
Previewing; using prediction; reading critically; visually representing text and using key vocabulary terms to show important relationships
Sometimes called ‘mind mapping’ or ‘concept mapping’
Great study tools for students (and for teachers too!)
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Situationa
l
•Lack of time•cost
Dispositional
•Self concept•attitude
Institution
al
•Location•Inconvenient scheduling
Adult Learners
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Strategy #8 - CUBELifelong Learning Skills:
Using a thinking taxonomy to better understand information
Writing to better comprehend information
Great as a review or summary providing meaningful feedback.
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How to “CUBE”Participants have paper and pencil
out (could be on the computer)Use a prepared cube Give a topic/focus/question/issueUsing the CUBE participants write
individually on each level of thinking.Can conclude at this point or share
with a partner; come to a consensus and share with the group.
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The Thinking Cube Describe:
Look closely. Describe what you see. Compare:
To what is it similar? Or different? Associate:
What does it make you think of? Analyze:
What is it made of? What are the component parts? Apply:
Tell how it works. What can you do with it? Argue:
Tell why it is positive or why it is negative? Or tell why it is important to know about it. Give specific reasons.
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Strategy # 9 – Feedback Visual CuesPosted around the training room
with large sheets of paperParticipants use sticky notes to
record thoughts during the trainingInstructor will review all of them;
incorporate into the training session at some point.
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Strategy #10 – 3-2-1Review instrumentThree things I want to hang onto .. . Two things to try to see if they are a fit for
my training sessions are. . One idea to run with at my next training
session . .
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Summary Adult learning is multidimensional and
multifaceted.
“ Our practices need to be examined in reference to the specific context in which they will be applied. The value of these principles or characteristics is they compel us, as educators, to reflect upon and question our current practices in relation to the specific context and/or environment in which we teach.” (Kistler, pg. 29)
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For more informationMary Jo Self, Ed.D.
Oklahoma State UniversityWorkforce Education261 Willard HallStillwater, OK 74078(405) [email protected]