301 – Assignment 1.4

Assignment 1.4

How do you see these concepts applying to you as an adult learner?

It is helpful to know, understand and realize that as we mature, our learning process changes. And that change is different for different people. It is helpful for me as an adult learner to understand these concepts as I go forth as a lifelong learner. For example, the idea that I will be in control of my learning and being able to apply it right away to my situation by setting objectives to the learning principles being taught touches on several of the concepts outlined by Malcom Knowles in his book “The Adult Learner: A Neglected Species.”

How do you see these concepts applying to you as one who helps to educate others?

As I read through Knowles’s nine points, I tried to think of situations where this might apply to my workshops and presentations. These will be similar to my answers below and so will highlight them there.

What information from these reading has been the most helpful to you as you begin to look at how you learn and instruct?

Being a problem solver, I caught myself, time and again, thinking of situations where these concepts came up in my own workshops and presentations and trying to think of solutions or ideas that may affect those learners I am trying to affect. Below are some examples of these ideas.

Point 1 – Control of their learning

Topics (p 16. Fogarty) – Provide a list of 21st century skills topics learners could choose from. For example, from the Framework for 21st Century Learning, one could choose from such topics as: Global Awareness topics; Financial, Economic, Business and Entrepreneurial Literacy issues; Civic Literacy; Health Literacy; Learning and Innovation Skills; Information, Media and Technology Skills; and Life and Career Skills. I could also use any of the other research based concepts to build a “topics framework” around.

Location – Allow several options for participants choosing their location. We have the opportunity to provide onsite workshops held at our ESU, or onsite at the school. We can also use distance learning equipment such as Skype or LifeSize. We have also provided workshops using webinar software such as Adobe Connect. There are also options for those educators wishing to take online courses using the Angel software (like Blackboard.)

Time Frame – Giving educators the option to choose when they take their workshops is very beneficial and I like to give them opportunities that span the entire year rather than just a one time shot. For example, we bring in participants in the summer for a 3 day summer camp that will start the year. Then, throughout the year they can choose to enhance their knowledge in a particular area mentioned above in the Topics section. They can choose their location which will help them be successful throughout the year. At the end of the year, we like them to present their projects to their original group, the new summer camp group, or at a state or national conference.

Mode – The mode can be face to face, distance learning, asynchronous and/or self directed by find websites and other places to learn.

Point 2: Immediate Utility

With this point, I would like to be able to explain more research based topics such as the Horizon Report in the need with connecting with students. The Horizon Report is based on a timeline of technologies that research indicates will affect education in the next year, 1-3 years, and 4-5 years. This shows the immediate impact their choice of learning could potentially have in their classroom.

Point 3: Focus on issues that concern them.

One of the questions I ask at the beginning of workshops and will continue to ask because of this point is, “Why are you here?” It is important to have a personal or professional connection to the content for learning to take place.

Point 4: Test their learning as they go

As I thought about this, I reflected on an activity I have had them do in the past. It has been helpful to break up the day and have a show and share opportunity. Participants can also team up with a partner several times throughout the day and share their project and any feedback.

Point 5: Anticipate how they will use their learning

As a review for a particular concept I am teaching or as an intro to a new concept, I often ask the question, “How might you use this?”

Point 6: Expect Performance Improvement

I will occasionally ask them if they have anything they will “take-away” from the workshop and share with colleagues back at school. If they have improved their performance in the workshop, they are usually willing to share.

Point 7: Maximize available resources

If time allows, it is helpful to organize a mixer of some sort so the participants can learn about one another and their strengths. This help maximize the knowledge each individuals brings to the workshop.

Point 8: Require collaborative, respectful, mutual, and informal climate

One could provide socializing opportunities during lunch or breaks that focus on the content.

Point 9: Rely on information that is appropriate and developmentally paced

Using a framework such as Classroom Instruction that Works by Marzano gives teachers a path to improve their knowlege. The framework provides an effect size for each strategy and could become the outline each participant would have based on prior knowledge and sill level in each. This would also require a pre-assessment of the student of some sort, whether formal or informal.