andragogy and the art of working with nontraditional students
TRANSCRIPT
©2009
Carolyn Palmer, Clare Spathelf, & Jeannette Passmore
Department of Higher Education and Student Affairs
Bowling Green State University
©2009
©2009©2009 CP
Strategic plan for higher education in Ohio: 2008-2017 enrollment goals
©2009 JP
©2009
has delayed enrollmentattends part timeworks full time while enrolledis considered financially independent for
purposes of determining financial aidhas dependents other than a spouseis a single parentdoes not have a high school diploma.
JP
©2009
The theory of adult learning, attempts to explain why adults learn differently than other types of learners (Knowles).
CP
©2009 CP
Self-directed
Life experience
Social roles
Problem centered
Internally motivated
©2009
Share some of your most rewarding teaching
moments
What made them special?
CP
2 Minutes Remaining
©2009
What were some of your most rewarding moments?
What made them rewarding?
CP
©2009
Share some of your most challenging teaching moments
What do you think you could have done more effectively?
CP
2 Minutes Remaining
©2009
What were some of your most challenging teaching moments
What do you think you could have done more effectively?
CP
©2009 CS
©2009
1.Safety in the environment and the process. We create a context for learning. That context can be made safe.
3.Sound relationships between teacher and learner and among learners.
5.Sequence of content and reinforcement.
CS
©2009
Trust in instructor’s expertise
Relevance of objectives
Create smaller groups within the classroom
Sequence builds safety
Nonjudgmental environments create safety
CS
©2009
Please enjoy a ten minute break
©2009
1. Immediacy of the learning.
3.Clear roles and role development.
5.Teamwork and use of small groups
CS
©2009
Are you creating a passive or active environment?
The power of team work
Inclusion
Peer mentoring
CS
©2009 CS
©2009 CS
Long & Dziuban Learning Style InventoryBehavior Patterns
Aggressive Independent
Aggressive Dependent
Passive Independent
Passive Dependent
©2009 JP
©2009
1. Praxis: action with reflection or learning by doing.
3.Engagement of the learners in what they are learning.
5. Ideas, feelings, and actions: cognitive, affective, and psychomotor aspects of learning.
JP
©2009
Energizing and connecting
High Status Behaviors
Low Status Behaviors
JP
©2009 JP
©2009
Be Honest
Become Knowledgeable
Demonstrate Respect
Personalize the referral process
Role-play or practice
Follow-up
JP
©2009
1. Needs assessment: participation of the learners in naming what is to be learned.
3.Respect for learners as decision makers.
5.Accountability: how do they know they know
CP
©2009 CP
Postsecret.com
©2009
Arnzen, M. (2005). Impro II: Status. Retrieved February 2005, from http://blogs.setonhill.edu/MikeArnzen/009704.html
Dziuban, C.D., Moskal, P.D., & Dziuban, E.K. (2000). Reactive behavior patterns go online. The Journal of Staff, Program, & Organization Development 17(3), 171-182.
Merriam, S. B., & Caffarella, R. S. (1999). Learning in Adulthood. San Francisco: Jossey-Bass, Inc.
Vella, J. (2002). Learning to Listen, Learning to Teach. San Francisco: Jossey-Bass.