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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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Parking Lot

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I Get It!

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Burning Questions I Need Answered

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Gems I Will Treasure

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Ideas that S-t-r-e-t-c-h-e-d My Thinking

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Something I will Erase from my Training

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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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Questions?

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For more informationMary Jo Self, Ed.D.

Oklahoma State UniversityWorkforce Education261 Willard HallStillwater, OK 74078(405) 744-9191maryjo.self@okstate.edu