dr. marion bish july 23, 2013. introductions all questions are welcome 100% participation why is...
TRANSCRIPT
DESIGNING PD FOR ADULT LEARNERS
Dr. Marion BishJuly 23, 2013
As We Begin . . . .
Introductions All questions are welcome 100% participation Why is this topic important? What do you hope to learn? What are your expectations of the setting
and each other?
Objectives
Use motivating factors in designing PD Provide workplace learning environments
that support PD Work with given assumptions for planning
and working with groups when designing PD
Develop PD with generational differences in mind
Motivating Adult Learners
Build social networks Meet expectations Advance in their careers Be stimulated Help others Learn for its own sake
Conditions That Encourage Workplace Learning
Realistic goals and expectations for learning have been established.
The organization has made a commitment to the learning process.
Sufficient trust exists in the organization. Sufficient time is provided to permit
learning. The workplace learning is guided by a
plan. A clear senses exists about “next steps”
following the workplace learning process.
Conditions Contd. Organizational leaders share a common
understanding of vision and goals of learning.
Fear has been reduced so that individuals are not afraid to take risks and learn.
Learners feel empowered. Learners can see the value to
themselves. Responsibilities for who should do what in
the workplace learning process have been clarified.
Improve the Learning Climate Encourage introductions so people know
each other. Emphasize that every question is
worthwhile. Explain that all are expected to
participate. Explain why the topic is important to the
organization and to the participants. Ask learners what they hope to learn. Ask what the expectations are of the
setting and each other.
Assumptions for Planning PD Adults prefer focused learning on how to
apply immediately. Older adults may take longer to learn –
more careful so it is done right. Younger adults more willing to experiment
without careful planning. Adults do not like to make mistakes that
makes them appear foolish or incompetent. Environment must support and encourage. Older adults may prefer face-to-face. Younger adults may prefer on-line.
Assumptions for Working With Groups
No hard chairs and long, boring lectures. Active and interactive settings – stimulating
but psychologically safe. Respond best to a facilitator who poses
questions, gives just enough information, and then lets learners participate.
Facilitation skills are crucial in PD for adults!!“The greatest compliment that was ever paid me was when someone asked me what I thought and attended to my answer.” Henry David Thoreau
The Issue of “Transfer”
Less than 8% of OTJ learning transfers back to changed behavior. Short-term memory loss. Supervisors and co-workers are seldom in the
same learning session. Group norms.
Building “Transfer” Give memorable instruction – stories more
than rules. Appeal to multiple senses. Relate learning to what is already known,
purposely building on current knowledge – be explicit and overt.
Identify OTJ problems learners face and openly problem-solve as part of the PD.
Ask what barriers learners feel will impact their application of learning AND what leaders can do to break down the barriers.
Influences on Generational Differences
Avoid stereotypical thinking on generational differences BUT
Analyze learners targeted for the PD Be aware of general, aggregate
characteristics of various generations when designing PD
Baby Boomers (B. 1946-1964)
Tell them why they should care about the learning. What’s in it for them?
Tell them how the organization will gain by them changing or by application of their learning.
Know a sense of urgency and keep time moving.
Take advantage of their experience, lots of opportunities to share what they have learned.
Generation X (B.1965-1980)
Show how applying what they learn can benefit others as well as themselves.
Play down their cynicism. They will challenge training content and
process - avoid becoming defensive and move on to ask others what they think.
Give them an opening to vent by inviting them into the discussion – don’t avoid them.
Challenge other groups to respond to the points made by them.
Generation Y (B. 1979-1999)
Involve and pay attention – most likely group to leave an organization.
Show how training will help them meet personal and organizational goals – ambitious!
Often defined by their work, eager to improve self and RESULTS.
Heavily peer influenced – deliberate effort to appeal to whole group, esp. informal leaders.
Use technology – speed allows them to link in.
Developing Teacher Leaders
Three Dimensions of Successful Teacher Leaders Knowledge and Skills Dispositions Roles and Opportunities
How do the 3 dimensions translate into working with adult learners?
Knowledge and Skills Build Trusting Relationships
Fostering group membership Listening intently Taking an ethical stand Taking a caring stand Creating a safe environment Developing cultural competency
Facilitating Professional Learning for Teachers Using reflection strategically Structuring dialogue and discussion Disrupting assumptions Fostering learners’ engagement Encouraging collegial inquiry Understanding development of teacher knowledge in content
and pedagogy Foster responsibility for the group’s learning by all group
members
Dispositions
Believe that teacher learning is interwoven with student learning
Value the work of learners Accept and act on constructive feedback Possess courage to take risks Is reliable
Roles and Opportunities
This disposition becomes the key factor in living out and using what is learned.
Districts and schools must open doors for teacher leaders, providing opportunities for development of leadership skills.
Not all teachers wish to become administrators but many wish to lead. LET THEM!
Linda Darling Hammond
“If teachers are to prepare an ever more diverse group of student for much more challenging work – for framing problems; finding, integrating and synthesizing information; creating new solutions; learning on their own; and working cooperatively – they will need substantially more knowledge and radically different skills than most now have and most schools of education develop.”
“If you want to go quickly, go alone.
If you want to go far, go together.”
African Proverb