Supporting Active Learning for Adults: The Who, What, and How

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Supporting Active Learning for Adults The Who,
What, and How

• Camille Catlett
• FPG Child Development Institute

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Professional Development
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NPDCI Definition of Professional Development

• Professional development is facilitated
  teaching and learning experiences that are
  transactional and designed to support the
  acquisition of professional knowledge, skills,
  and dispositions as well as the application of
  this knowledge in practice..

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Definition (continued)

• The key components of professional development
  include
• characteristics and contexts of the learners
  (i.e., the who )
• content (i.e., the what of professional
  development) and
• organization and facilitation of learning
  experiences (i.e., the how).1

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Your Professional Development Interests

• Who are the learners?
• Getting to know the audience
• Applying the concept of multiple intelligences to
  adult learners How do they prefer to learn? How
  will they learn most effectively?
• What is the content?
• Creating the balance between the big concepts and
  the details
• What do the learners know ? What do they need to
  know?
• Keeping the content relevant and applicable

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Your Professional Development Interests

• How will the content be delivered?
• Creating a good mix of activities to move
  students toward mastery
• Creating a balance between structure and
  flexibility
• Encouraging participation
• Finding and using good instructional materials
• Answering questions
• Managing time
• Finding good examples of syllabi, PowerPoint
  presentations
• Handling nerves

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What Do We Know About Adult Learners (the who)?
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Adult learners are

• self-directed
• want the learning to be relevant to their lives
  and experiences
• goal-oriented
• practical
• eager to be respected
• (Lieb, 1991)

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Adult learners are stimulated by

• environments that feels safe and supportive
• environments that foster intellectual freedom and
  encourage experimentation and creativity
• opportunities to be treated as peers
• active involvement in learning
• regular feedback mechanisms
• (Billington, n.d.)

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WHAT Drives the Content of Professional
Development?
National Professional Organizations (e.g., NBPTS,
ASHA, AOTA, APTA)

• naeyc

State Standards Licensure
Competencies and Credentials
OSEP Outcomes
Head Start Performance Standards
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HOW is PD provided?

• Traditional methods
• Preservice teaching and inservice training
• Promising but unproven strategies
• Consultation
• Coaching
• Mentoring
• Communities of practice

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• One thing we can say with certainty about
  professional development is that workshops alone
  are not effective.
• A recent survey of Part C and 619 Coordinators
  indicated that workshops were the primary mode
  for delivering training and technical assistance.
• (NPDCI, 2011)

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Effective Professional Development

• is grounded in specific practice-focused
  content.
• is intense, sustained over time
• is organized around a sequenced approach to
  learning
• emphasizes application to real life situations
• builds on learners current level of
  understanding
• includes guidance and feedback to the learner
• is aligned with instructional goals, learning
  standards, and curriculum materials
• (Trivette, Dunst, Hamby, OHerin, 2009 Winton,
  2006)

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Your Professional Development Interests Who are
the learners?

• Getting to know the audience
• Straw polls
• Surveys
• Draw out personal experiences through reflection
  and dialogue
• School memory
• Dealing with learners who are apathetic/noisy/late
  /unprepared
• Establish clear guidelines and expectations
• Ground rules or agreements
• Model respectful interactions with students and
  colleagues

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Your Professional Development Interests What is
the content?

• May be predetermined check for flexibility
• What do you want participants to know and be able
  to do afterwards?
• Opportunities to promote core values, e.g.,
  inclusion
• Infusion
• Extension
• Start with the basics and build (Winton,
  McCollum, Catlett, 2007)

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role playing field application case studies
guided reflection self-analysis clinical
supervision
Attitudes, values
guided reflection follow-up plans coaching
role playing field application
Skill
Desired impact (learning outcomes from low to
high)
demonstration observation interviewing problem
solving brainstorming discussion
reading lecture
Knowledge
reading lecture
Awareness
Low
High
Complexity of synthesis and application required
A model for matching training approach to desired
training outcomes and complexity of application
(Winton, McCollum, Catlett, 1997 adapted from
Harris, 1980)
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• What is an ampersand?

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• Draw an ampersand

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UDL Multiple Means of Representation
kinesthetic Visual auditory
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Building Dispositions What We Know

• Five most influential experiences in building
  culturally responsive dispositions (Kidd,
  Sanchez, Thorp, 2008)
• Material resources
• Interactions with diverse children, families and
  colleagues
• Diverse internship experiences
• Discussion and dialogue
• Critical reflection

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Features to Shoot for

• Relevant realistic content
• Active, engaging sequential process
• Opportunities for discussion, processing
  reflection
• Support from a facilitator
• Evaluation

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Your Professional Development Interests
Instructional Design and Delivery

• Creating a good mix of activities to move
  students toward mastery
• Force yourself to limit the verbal (or visual)
  lecture
• The Change-Up in Lectures (Middendorf and Kalish,
  1996)
• Alternative true/false quiz
• Use meaningful activities and energizers
• Put Yourself on a Continuum vs. juggling
• Apple activity
• Cooperative and small group learning

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Use video segments effectively
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Use video segments effectively
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Your Professional Development Interests
Instructional Design and Delivery

• Creating a balance between structure
• and flexibility
• Prepare more than you can possibly use so you can
  speed up or slow down
• Know your material well
• Encouraging
• participation
• Make expectations for
• participation clear in
• course or workshop
• criteria

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Your Professional Development Interests
Instructional Design and Delivery

• Finding and using good instructional materials
• Natural Resources, Baby Talk
• Resources for Supporting Each Young Learner
  Handout

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• Landing
• Pads

http//scriptnc.fpg.unc.edu/resource-search
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EDU 144 Landing Pad
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See For Yourself

http//www.ecetp.pdp.albany.edu/videolibrary.shtm
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See for Yourself

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Your Professional Development Interests
Instructional Design and Delivery

• Answering questions
• Managing time
• Handling nerves
• Organizing your content/syllabus

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Your Professional Development Interests Youre a
Learner, Too!

• Assessing your teaching effectiveness
• Constant monitoring and feedback
• Coffee, tea, water
• Remembering what it is
• like to be a student

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• Professional development that does not produce
  change is as useful as a parachute that opens
  after the first bounce.
• PJ McWilliam

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All learning occurs in the context of
relationships.
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For more information

• Camille Catlett
• FPG Child Development Institute
• CB 8185 UNC-CH
• Chapel Hill, NC 27599-8185
• Phone [phone] Fax [phone]
• Email catlett_at_mail.fpg.unc.edu