adult learning
DESCRIPTION
Presentation on best practices in adult learningTRANSCRIPT
“Unleashing the Power to Learn”
The Principles of Adult Learning
Professional Development at Odessa College2008
Agenda for October 18th 2008
9:00-4:00 PMIntroduction (discussion, activity)
Expectations for your classroom (discussion, assessment)
Challenges to unleashing learning power (discussion)
Kid learning vs. adult learning (activity)
Principles of adult learning-Are they important to your practice? (activity)
How to unleash the power of learning with the principles of adult learning (demo)
Adult Learning Scorecard (activity, assessment)
Next steps……
Introduction
What was your best adult learning experience?
Conditions for Learning
Conditions for your best adult learning experience:
Describe the setting for your best learning experience?
How did your prior learning experiences help you with the new learning experience?
How did you know you were ready for the learningexperience?
How did you use what you learned? When did you use what you learned?
What life tasks did you learn?
What activities did you do to learn? What kind of feedback did receive?
Expectations
How skilled are you at unleashing learning for your adult learners?
The Tree of Learning
What’s your biggest challenge to unleashing learning in your practice?
Challenges….
Adult literacy is connected to employment, global competiveness, healthcare, everything……
The Current and Future Workforce
In 2005, Texas joined Hawaii, New Mexico, and California as majority-minority states.
The fastest growing key segment of the population is Hispanics (U.S. Census Bureau, 2005).
Between 2000 and 2005, the number of foreign-born LEP individuals age five and older increased over 29 percent to 2,197,648 (Migration Policy Institute, n.d.).
Although 30 percent of immigrant workers have less than a high school education and tend to be employed in low-wage occupations, almost one-third of the foreign-born LEP population have attained the equivalency of a bachelor’s degree or higher in their native country (Capps, Fix, Passel, Ost, Perez-Lopez, 2003).
Virginia Price, LEP Guide for Workforce Professionals, 2007
If the trend continues…
Between 2010 and 2030, first- and second-
generation immigrants together are projected
to account for all U.S. labor force growth
(Lowell, B., Gelatt, J., Batalova, J., 2006).
Texas Losing Ground in Educating LEP Youth and Adults
Passing TAKS scores are lowest and dropout rates are highest for Texas’ Hispanic youth.
The percentage of Hispanic youth graduating from high school is the lowest in Texas, at just under 58 percent (Editorial Projects in Education Research Center, 2006).
Overall, Texas has slipped from 45th to last among states ranked by percent with populations age 25 and older in 2005 with a high school diploma (Murdock, 2007).
The language Challenge…
English Language – Literacy
• Listening• Speaking• Reading
• Writing• Grammar
Full Literacy in English for Adults
• English as a Second Language Learner (ESL)• 5 - 7 Years• Academic English
How long did it take you to become literate?
12+ Years of English = Pre-Kindergarten – 12 Grade
Is there a process to unleash learning in adults?
Assumptions About Learners According to Malcolm Knowles….
Conditions for Learning
Pedagogy Andragogy
Self concept of learner
Prior learning experience
Readiness to learn
Time perspective for learning
Orientation to learning
Adult Learning Principles-Malcolm Knowles
Teacher Design Elements
Conditions for Adult Learning
Learning Climate What did the learning experience feel like, look like?
Planning for learning
How did your prior learning help you plan a new experience?
Diagnosing learning needs
How did you know you were ready to learn?
Forming objectives How did you use what you learned? When did you apply what you learned ?
Designing the topics
What life tasks did you need to learn?
Learning activities What activities helped you learn?
Evaluation What kind of feedback did your receive?
A Principles of Adult Learning Scorecard
How important are the principles of adult learning to your practice?
A Principles of Adult Learning Scorecard
Teacher Design Elements
Conditions for Adult Learning Importance
Learning Climate Respect self-concept of learner to become self-directed, collaborative, informal, mutual
Planning for learning
Facilitate use of prior learning experience
Diagnosis of learning needs
Facilitate readiness to learn to be more successful in life tasks
Forming objectives
Facilitate immediate use of learning objectives
Designing the topics
Topics addressing life tasks sequenced in termsof readiness
Activities Experiential-labs, role plays, simulations, field experiences
Evaluation Feedback is performance based
Total Score=100
Unleashing the Power of Learning
Checking for Learning
Principles of Adult Learning
Conditions for Adult Learning Example
Learning Climate Respect self-concept of learner to become self-directed, collaborative, informal, mutual
Planning for learning
Facilitate use of prior learning experience
Diagnosis of learning needs
Facilitate readiness to learn to be more successful in life tasks
Forming objectives
Facilitate immediate use of learning objectives
Designing the topics
Topics addressing life tasks sequenced in termsof readiness
Activities Experiential-labs, role plays, simulations, field experiences
Evaluation Feedback is performance based
Total Score=100
A Principles of Adult Learning Scorecard
Teacher Design Elements
Conditions for Adult Learning What are you
doing?
Learning Climate Respect self-concept of learner to become self-directed, collaborative, informal, mutual
Planning for learning
Facilitate use of prior learning experience
Diagnosis of learning needs
Facilitate readiness to learn to be more successful in life tasks
Forming objectives
Facilitate immediate use of learning objectives
Designing the topics
Topics addressing life tasks sequenced in termsof readiness
Activities Experiential-labs, role plays, simulations, field experiences
Evaluation Feedback is performance based
Total Score=100
Which one principle will you apply over the coming year to unleash learning in your practice?
Contact Information
• Kris Witte• 575-527-9943• 915-433-6531• Email – [email protected]• Web – www.languageintegrationservicesllc.com
Kris Witte is the owner of Language Integration Services,LLC.
Her business distributes and implements “English on the Job”,
a computer based training tool to increase English skills and
workplace skills for limited English individuals. Contracts include
businesses, educational organizations, and government agencies.
Kris is an educator with a master’s degree in Adult Education.
After teaching and program development while employed at
El Paso Community College in El Paso, Texas, Kris saw the potential
with “English on the Job” to maximize learning.