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Teaching Adult Learners - TEACH Academy

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Professional Development at the T.E.A.C.H. Academy

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Teaching Adult Learners - TEACH Academy

  1. 1. Teaching Adult Learners Kurt Love, Ph.D. Central Connecticut State University ! T.E.A.C.H. Academy Professional Development
  2. 2. Teaching & Learning: Making Critical Thinkers & Problem Solvers
  3. 3. The 
 Graduate What are the qualities of the ideal graduate from your program? ! What are they able to do well?
  4. 4. The 
 Graduate To what extent do your students reach the ideal? ! In terms of teaching and learning, are there potential changes that could help more students reach that ideal?
  5. 5. What’s Your Goal? Standardized Thinkers? or Problem Solvers? or… Some weirdo combination?
  6. 6. For your consideration… Some questions to ponder… Do standardized thinkers become critical thinkers? Do standardized thinkers become problem solvers?
  7. 7. Some Weirdo Combination Being well versed in the “basics” provides the prospects for advanced critical thinking… But focusing on the “basics” means that students can usually only really do the “basics.”
  8. 8. Convergent Thinking Convergent Thinking (Behaviorism & Constructivism) - 
 All paths lead to a single destination.This is rooted in a belief that there is only one “Truth.” Prior Thought Truth Standardized Thought Prior ThoughtTruth Standardized Thought Traditional Liberal/Progressive scaffold scaffold
  9. 9. How Adults Learn Best Involved in the development of content and teaching Experiences and opportunities to make mistakes Relevance Problem-centered
  10. 10. Learning Styles
  11. 11. Do’s and Try-Not-To’s 
 When Teaching Adults Do Try Not To Lecture minimally and move to a variety of learning experiences Rely heavily on lecture as the primary teaching method Provide a real world problem for students to engage with Emphasize abstract information Provide task-oriented instruction Use memorization for learning content unless it is the only option Explain reasons for tasks, procedures, etc. Teach content without meaningful rationale Provide many opportunities for students to learn from their mistakes Take away opportunities for students to learn from themselves.
  12. 12. Teaching Formula #1 Goal: Convergent Thinking Brief Lecture Demonstration Small Group Individual (In-person, video) Assess…and Then…Rinse and repeat! (Discussion, hands-on) (Hands-on) (Board, slideshow)
  13. 13. Problem-Centered Learning: Adult Learners Flourish in Problem- Based Environments
  14. 14. Divergent Thinking Divergent Thinking (Critical Constructivism) - 
 Explore many paths in authentic settings with questions that have no predetermined answer. Prior Thought Info Divergent 
 Thought Prior Thought Divergent 
 Thought Transformative Communities Critical Questioning New 
 Relationship New 
  15. 15. Problem-Centered Learning Problem-centered learning allows for: Relevance Experiences & learning from mistakes Involvement in content and instruction Problem-centered learning leads to effective and authentic assessments
  16. 16. Problem!
  17. 17. Teaching Formula #2 Goal: Divergent Thinking Present a Real Problem Exploration Lecture & Discussion More exploration & practice (Small group discussion, hands-on) Assess…and Then…Rinse and repeat! (Whole-group, sharing out) (Hands-on, community) (Photo, slideshow, video, person)
  18. 18. Problem…No Problem!
  19. 19. Create a Lesson Both Ways Create a convergent lesson and a divergent lesson using the same content, concept, or skill
  20. 20. The 
 Graduate To what extent would each of the teaching formulas move students towards becoming the ideal graduate? ! To what extent are you able to teach towards that ideal fairly routinely? ! What are your needs at this moment?
  21. 21. Effective Lessons: Adult Learners and Appropriate Assessment
  22. 22. When Do Your Students Flourish the Most? Explain those learning experiences. What are the qualities of those learning experiences?
  23. 23. Design the “Perfect” Lesson Choose any content, concept, or skill. Create its lesson plan (learning experience) for your students
  24. 24. Unit Planning & Assessment Design Backwards Designing Unit Content Assessment Activities Teaching Methods Paper-and-pencil, Projects Problem-based, Project-based Individual Lessons Essential Questions and Objectives There should be a clear, direct line between them all
  25. 25. Basics of a Lesson Essential Questions Objectives Activity & Methods Assessments
  26. 26. Types of Essential Questions Unit Level: 
 Question about a major concept for the whole unit Lesson Level:
 Question about a major concept for that lesson Supporting Level:
 Who, what, when, where and why questions
  27. 27. Types of Essential Questions Hierarchy of questions Unit level (1-3) Lesson level (1-3) Supporting level (Many) Unit 1 Lesson 1 Lesson 2 Lesson 3 Supporting Supporting Supporting Supporting Supporting Supporting Supporting Supporting Supporting
  28. 28. Unit 1 Lesson 1 Lesson 2 Lesson 3 Supporting Supporting Supporting Supporting Supporting Supporting Supporting Supporting Supporting Unit 2 Lesson 4 Lesson 5 Lesson 6 Supporting Supporting Supporting Supporting Supporting Supporting Supporting Supporting Supporting
  29. 29. Examples of 
 Essential Questions Unit Level Question #1 Lesson Level Question #1 Supporting Level Questions Unit 1 Lesson 1 Lesson 2 Lesson 3 Supporting Supporting Supporting Supporting Supporting Supporting Supporting Supporting Supporting
  30. 30. Examples of 
 Essential Questions Unit Level Question #1: Lesson Level Question #1: Supporting Level Questions:
  31. 31. Objectives Students will be able to… Descriptive Verb Copy/paste the body of the essential question
  32. 32. Examples of Objectives Objectives for lesson #1 Students will be able to (descriptive verb) (copy/ paste body of lesson level essential question)
  33. 33. Activities and Teaching Methods The activity is the bridge between the objectives and the assessments. Teaching methods are the specific ways in which teachers have students interact with content, concepts or skills. Media, demonstration, small group work, whole group discussion, lecture, project, student-led teaching, and hands-on experiences
  34. 34. Examples of Activities Activities and Methods for lesson #1 Activity and methods are directly linked to the objective Activity: Teaching Method:
  35. 35. Do’s and Try-Not-To’s 
 of Effective Assessments Do Try Not To Continuously assess (formally & informally) in a variety of ways Rely heavily on one form of assessment Use assessment in low-risk ways to know what your students know View assessment as ways to “scare” students Directly align assessments with objectives and activities Create assessments that deviate from what students were taught Have review sessions that prepare students well for tests, quizzes. Use tests and quizzes as penalties Make assessments that are clear and reflective of content and skills Ignore ambiguity that might be present in the assessment
  36. 36. Line ‘Em Up What you teach and what you test 
 should be the same thing Assessment should be ongoing Teaching should adapt to what the students know
  37. 37. Types of Assessments Formal: Graded (quizzes, tests, projects) Informal: Not graded (initiation, discussions, whole- group, small group, closure) Formative: Chunks of content during the unit Summative: End of the unit
  38. 38. Examples of Assessments Students actually demonstrate what the objective says they will be able to do. Formal assessment: Paper-and-pencil test Formal assessment: Performance-based Formal assessment: Project and Problem-based
  39. 39. Paper-and-pencil tests Content-knowledge Formats: 
 Multiple-choice, fill-in-the-blank, true/false, short answer, essay Quick, easy Sometimes too dependent on them as the only way to assess
  40. 40. Make a Quiz Write one multiple choice item and one true/false item for a quiz that contains important information from the following video.