EMOTIONS &THE ADULT LEARNER  Created by Chenille Barrett
INTRODUCTIONThe objective of this project is to have agreater understanding of the impact of     emotions related to learn...
LITERATURE REVIEW FINDINGS• Strong emotional reactions in the learning context come out namely  around conflict.• Educator...
PROGRAM INVESTIGATION FINDINGS1. The mode of training of   instructors was not as critical as   the importance of training...
Syllabus Design Rationale• Based on the literature review and  program investigation I knew it was  important to address t...
SYLLABUS                                 S.M.A.R.T. Parenting:101                     Supportive Motivated Aware Non-React...
SYLLABUS (continued)• Class Objectives• Parents (or Caregivers) will gain an understanding about the effects of emotional ...
SYALLBUS (Continued)Check-InA printed format will be available at each group. Please read the attach feelings list to beco...
Syllabus Evaluations Suggestions1.   Trim down the following within the syllabus:         -the description of the assignme...
A New Class, A New Syllabus    I decided to try to createanother syllabus with more of an emphasis on emotions and the   a...
EDPSY B290: Emotions and the Adult Learner Experience                                        Online Course                ...
Learning Materials• Required Text: Understanding Emotions and the Learning Process for Adults (2012) by   Chenille Barrett...
Class Activities1.   Assigned weekly readings from the class text and/ or articles found under the “Resources”     tab on ...
4. Writing Assignments are to be completed individually in APA format and are all expectedto be between 3-5 pages. The ins...
AssignmentsWeek 102/05/2012- Read text Ch.1 &2, personal introductions on class discussion boardWeek 202/12/2012- Read tex...
THE END
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Emotions and Learning Final Project Demonstration

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EDAC 635
Ball State University
Prof. Bo Chang

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Emotions and Learning Final Project Demonstration

  1. 1. EMOTIONS &THE ADULT LEARNER Created by Chenille Barrett
  2. 2. INTRODUCTIONThe objective of this project is to have agreater understanding of the impact of emotions related to learning. This project demonstration will bring together each individual task of theproject including rationale for syllabus design, major points from literature review, program evaluation, syllabus design, and syllabus evaluation.
  3. 3. LITERATURE REVIEW FINDINGS• Strong emotional reactions in the learning context come out namely around conflict.• Educators are becoming more aware of the role of emotions in adult learning and trying to use that awareness to benefit the educational process.• The learning experience itself is influenced by the emotional state, first unconsciously then consciously.• Negative emotional states within the learning environment can lead to a resistance in learning.• The way in which emotion plays a role in transformative learning is the unconscious emotional responses to the learning process itself , as well as its role in the process of individuation
  4. 4. PROGRAM INVESTIGATION FINDINGS1. The mode of training of instructors was not as critical as the importance of training itself2. The physical environment plays a role in transformational learning when “touchy” topics3. The emotional climate is important for learners to share. Learners are more likely to share when they knew they would not be judged.4. Depending on the nature of the class a written plan may or may not be helpful as it relates to personal enrichment classes
  5. 5. Syllabus Design Rationale• Based on the literature review and program investigation I knew it was important to address the learning environment as well as using the emotional state of the learner to engage learning and participation.• My desired syllabus design outcome is to teach a class whereby emotion is used positively to influence transformational learning.• The desired outcome can be achieved by understanding the meaning and role of emotions in adult education, emotional chaos and transformative learning.• I attempted this once….but…I got a little off topic, as you will see in the following slides.
  6. 6. SYLLABUS S.M.A.R.T. Parenting:101 Supportive Motivated Aware Non-Reactive TrainingSpring 2013-Session 1Instructor InformationChenille BarrettEmail: cmbarrett@ihfm.netPhone: 317-529-5213Class InformationDates: February 4 to April 15 (10 week class)Meeting Days: Monday evenings-mingling opportunity before class *please see belowLocation: Heartland Church-The Fireplace Room 9665 Hague Rd. Indianapolis, 46256Class Time: 6:30pm-8:15pm*Light refreshments served at 5:45pm (Please feel free to bring your own snack if you haveallergies)Learning MaterialsRequired Book:Scream Free Parenting: The Revolutionary Approach to Raising Your Kids by Keeping Your Cool byHal Edward Runkel, LMFTAdditional Required Class Materials: Journal
  7. 7. SYLLABUS (continued)• Class Objectives• Parents (or Caregivers) will gain an understanding about the effects of emotional reactivity on the parent-child relationship and bonding• Parents (or Caregivers) will gain experience at becoming an emotionally in control “Cool” parent• Parents (or Caregivers) will develop a personal method of maintaining a “Cool” parenting posture• Parents (or Caregivers) will develop confidence in practicing non-reactive parenting•• Assignments• Class participants will have two main tasks to prepare for class each week. They will be expected to read the chapter assigned for the week as well as to look over and become comfortably acquainted with the feelings and needs lists. Parents will also be asked to write at least one paragraph summarizing their week and are encouraged to journal as often as desired. The journals are for participant wellness only and will not be shared.•• Class Activities• Most classes will begin with an activity to provide grounding and getting in tune with inner feelings. The check-in will follow. Next, there will be a discussion of the chapter assigned for the week. The short discussion is to learn from each other’s learning experience from reading the assigned book. The relaxation activity will end the class and will focus on techniques parents can use at home to remain calm and non-reactive.•• Beginning activity• Exercises will vary from week to week and focus on getting in touch with inner feelings and thoughts.
  8. 8. SYALLBUS (Continued)Check-InA printed format will be available at each group. Please read the attach feelings list to becomeacquainted with them. The check-in is critical because it is a time for you to explore your feelings,becoming more aware of yourself which will help you in times of stress when interacting with yourchildren. It also keeps you aware of your own needs that prevent you from being “Cool” so that youmay attend to these needs. Last but not least, it is also a valuable tool to teach your children to connectwith others in a healthy, helpful way.*THE FEELINGS LIST AND NEEDS LIST ARE INCLUDED IN THIS SYLLABUS.*“Hi. I’m (Your Name .)I had a(n)_________________________________ week.Right now I am feeling ___________(word (s) from feelings list).I am working on _______________ this week to keep my “cool”.Right now I need _________________(word(s) from needs list).” DiscussionThe short discussion is to learn from each other’s learning experience from reading the assigned book.Sharing in the group discussion is strongly encouraged to get maximum benefit. Each member will beexpected to share something pertinent to the chapter of the week. Each member should keep theirshare to 3 minutes or less so that everyone has a chance to speak. Relaxation ExercisesThe relaxation activity will end the class and will focus on techniques to use at home to remain calm andnon-reactive. These techniques are important and can help you achieve your “Cool” during times ofstress, as well as maintaining it.
  9. 9. Syllabus Evaluations Suggestions1. Trim down the following within the syllabus: -the description of the assignments -class objectives -class activities -discussion description. -feelings list1. Consider: -making the class outline less formal in a personal enrichment class -consider making the connection with those in the class a greater priority than who actually attends the class or not -
  10. 10. A New Class, A New Syllabus I decided to try to createanother syllabus with more of an emphasis on emotions and the adult learners in the class. Here we go….
  11. 11. EDPSY B290: Emotions and the Adult Learner Experience Online Course Spring 2013Instructor InformationChenille BarrettEmail: cmbarrett@bsu.eduPhone: 317-529-5213Virtual Office Hours: As neededI am pleased to be here to support your learning experience! Please do not hesitate tocontact me via email if you need to speak with me as soon as possible. Please type “URGENT:EDSY B646” in the subject line and I will respond within 24 hours. Please use this functioncarefully and wisely. You may call or email me for general questions or concerns that can beresponded to within 48 hours or less. Please do not wait to the last minute to contact me foraClass InformationDates: February 4th - March 25th (8week class)Location: Online
  12. 12. Learning Materials• Required Text: Understanding Emotions and the Learning Process for Adults (2012) by Chenille Barrett• Articles found on Blackboard under “Resources”• Feelings list found on Blackboard under “Resources”Blackboard use is required for this course. If you have any concerns about your ability tonavigate within the Blackboard community please contact the Blackboard technologysupport team.Class Objectives1. Learners will develop a greater understanding of the impact of emotions on the learning process in adults2. Learners will understand major theories about the emotional experience and adult learners3. Learners will become aware of their emotional responses to the learning experience and how to use this understanding to maximize learning4. Learners will develop understanding about the importance of emotions in transformational learning in their personal lives5. Learners will learn how to use emotions as a benefit and tool for transformational learning, as well as everyday learning
  13. 13. Class Activities1. Assigned weekly readings from the class text and/ or articles found under the “Resources” tab on Blackboard2. Discussion- There are two components to the weekly discussion Discussion Groups- Discussion groups will be assigned by the beginning of week 2. Each group member is expected to post ideas and concepts they learned from the week’s reading assignments starting the beginning of the second week. In your posting you should also state your emotional reaction to the reading and any explanation of that. Please feel free to use the feelings list to describe your feelings. You can locate the feelings list under the “Resources” tab in Blackboard. Each group member is expected to contribute to the weekly group discussion. This is intended to be a conversation and each person is expected to comment on at least one of their group member’s posts. There is to be no comment, neither positive nor negative about the emotional response or the explanation. This is of the utmost importance so that all group members feel safe to express themselves freely without the fear of being shamed or told they are “wrong” for feeling a certain way. Class discussion board- Each group should post a weekly group summary on the class discussion board by Thursday. Each person in class is expected to comment on at least one group summary from the class discussion board. In the summary please list the emotional aspects of the group members as well. 3. Weekly Journal- You will be expected to make a weekly entry in your online journal found on Blackboard. This exercise is mainly for you to be aware of what is going on with you emotionally either academically or in your life in general, and how that might impact your learning. . Hopefully this awareness will encourage you to use some of the techniques to use you emotions in a manner that will encourage learning. These are techniques you can use in almost any learning situation. Only I will be able to access the journal although I will not necessarily read every entry.
  14. 14. 4. Writing Assignments are to be completed individually in APA format and are all expectedto be between 3-5 pages. The instructions for each assignment can be found under the“Assignments” tab on Blackboard. The assignments are always due by Saturday unlessotherwise stated.Grading Scale100-90% - A89-80% -B79-70%- C69-60%- D59% and below FGrading RubricIntroduction post 2ptsWeekly group postings 15ptsWeekly comments 15ptsCourse Reflection Post 4ptsGroup Experience Post 4ptsWriting Assignment 1 15ptsWriting Assignment 2 15ptsWriting Assignment 3 15ptsWriting Assignment 4 15ptsTotal Possible 100pts
  15. 15. AssignmentsWeek 102/05/2012- Read text Ch.1 &2, personal introductions on class discussion boardWeek 202/12/2012- Read text Ch.3 & “Real Living and the Daily Hustle” article, group discussion, group summaryWeek 302/19/2012- Read text Ch. 4&5, group discussion and group summary, Writing Assignment 1Week 402/26/2012- Read text Ch. 6&7, group discussion and group summaryWeek 503/05/2012- Read text Ch. 8 & “Make it or Break It” article, group discussion, group summary, Writing Assignment 2Week 603/12/2012- Read text Ch. 9&10, group discussion, group summaryWeek 73/19/2012- Read text Ch. 11, group discussion, group summary, Writing Assignment 3Week 803/25/2012- Course reflection class discussion board, Reflection about group experience on class discussion board, Writing Assignment 4 ** **The last two class discussion board posts are to be completed individually and posted on the class discussion board.**
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