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An Andragogic Genome--Adult Learning Examination, Styles, and Instructional Improvement Strategies & Techniques (NELB 2008)
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An Andragogic Genome--Adult Learning Examination, Styles, and Instructional Improvement Strategies & Techniques (NELB 2008)

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Presented at the No Educators Left Behind Conference 2008

Presented at the No Educators Left Behind Conference 2008


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  • 1. An Andragogic Genome-- Adult Learning Examination, Styles, and Instructional Improvement Strategies & Techniques No Educator Left Behind Conference Indiana Wesleyan University Indianapolis Education Center 20 June 2008 Mark Eutsler Indiana Wesleyan University Adjunct Faculty Member
  • 2. An Andragogic Genome-- Adult Learning Examination, Styles, and Instructional Improvement Strategies & Techniques
    • Definition
    • Adults as Learners
    • Learning Styles
    • Instructional Improvement Strategies & Tactics
    • References
  • 3. An Andragogic Genome-- Adult Learning Examination, Styles, and Instructional Improvement Strategies & Techniques Scientific Definition Genome … The total amount of genetic information in the chromosomes of an organism, including its genes and DNA sequences. The American Heritage® Science Dictionary
  • 4. An Andragogic Genome-- Adult Learning Examination, Styles, and Instructional Improvement Strategies & Techniques
  • 5. An Andragogic Genome-- Adult Learning Examination, Styles, and Instructional Improvement Strategies & Techniques Biologic genomes contain organisms’ encoded hereditary information. An andragogic genome examines adult characteristics (Martin 2008), identifies learning (Conner 1996), and probes instructional improvement (Gibson 2007).
  • 6. An Andragogic Genome-- Adult Learning Examination, Styles, and Instructional Improvement Strategies & Techniques Facilitators who set climate, record reaction, and present material building to climax (Blackbourn 2000) find success navigating an andragogic genome  and its D ynamic N eeds A ssessment.
  • 7. An Andragogic Genome-- Adult Learning Examination, Styles, and Instructional Improvement Strategies & Techniques An Andragogic Genome Relevancy Equals Respect Presenting Builds to Climax Recording Student Reactions Setting Learning Climate DNA— Dynamic Needs Assessment Andragogic Genome
  • 8. An Andragogic Genome-- Adult Learning Examination, Styles, and Instructional Improvement Strategies & Techniques Andragogic DNA—Dynamic Needs Assessment Wants Respect Shown Practical Goal Orientation Life Experience Accumulation Autonomous & Self-Directed DNA— Dynamic Needs Assessment
  • 9. An Andragogic Genome-- Adult Learning Examination, Styles, and Instructional Improvement Strategies & Techniques Adult learner autonomy (Martin 2008) and lifetask-organizing (Conner 1996) make da Vinci's statement, all our knowledge has its origins in our perceptions , particularly applicable. 
  • 10. An Andragogic Genome-- Adult Learning Examination, Styles, and Instructional Improvement Strategies & Techniques
    • Definition
    • Adults as Learners
    • Learning Styles
    • Instructional Improvement Strategies & Tactics
    • References
  • 11. An Andragogic Genome-- Adult Learning Examination, Styles, and Instructional Improvement Strategies & Techniques
        • Adults as Learners
        • Autonomous and self-directed
        • Accumulation of life experiences and knowledge
        • Goal-oriented and relevancy-oriented
        • Practical
        • Want to be shown respect (Martin 2008)
  • 12. An Andragogic Genome-- Adult Learning Examination, Styles, and Instructional Improvement Strategies & Techniques
    • Definition
    • Adults as Learners
    • Learning Styles
    • Instructional Improvement Strategies & Tactics
    • References
  • 13. An Andragogic Genome-- Adult Learning Examination, Styles, and Instructional Improvement Strategies & Techniques Learning Styles Individuals learn and process information in different ways. We may not have realized this earlier in our learning careers because most of us attended schools where teachers delivered instruction in one way. Most teachers talked to us, and we answered their questions. We then took pencil- and paper-based tests. Schools taught one way and didn’t help or encourage us to learn our unique styles.
  • 14. An Andragogic Genome-- Adult Learning Examination, Styles, and Instructional Improvement Strategies & Techniques
    • There are many different ways to classify learning styles . As adult learners we should:
    • Assess our needs.
    • Define our goals.
    • Set our objectives.
    • Choose methods and resources for meeting our objectives.
    • Use our own (and one another's) varied experiences as resources for learning.
    • Organize learning experiences around lifetasks.
  • 15. An Andragogic Genome-- Adult Learning Examination, Styles, and Instructional Improvement Strategies & Techniques
        • All our knowledge has its origins in our perceptions.
        • Leonardo da Vinci.
  • 16. An Andragogic Genome-- Adult Learning Examination, Styles, and Instructional Improvement Strategies & Techniques
        • Learning styles fall into these general categories that represent ways for facilitators to focus on the learner:
        • Perceptual modalities
        • Information processing
        • Personality patterns
  • 17. An Andragogic Genome-- Adult Learning Examination, Styles, and Instructional Improvement Strategies & Techniques
        • Perceptual modalities define biologically-based reactions to our physical environment and represent the way we most efficiently adopt data. We should learn our perception style so we can seek out information in the format we process most directly. Educators should pay attention to modalities to ensure programs strike all physiologic levels.
  • 18. An Andragogic Genome-- Adult Learning Examination, Styles, and Instructional Improvement Strategies & Techniques
        • Information processing distinguishes between the way we sense, think, solve problems, and remember information. Each of us has a preferred, consistent, distinct way of perceiving, organizing, and retaining information.
  • 19. An Andragogic Genome-- Adult Learning Examination, Styles, and Instructional Improvement Strategies & Techniques
        • Personality patterns focus on attention, emotion, and values. Studying these differences allows us to predict the way we will react and feel about different situations. (Conner 1996)
  • 20. The Generations
    • Age groups defined by William Strauss and Neil Howe in their book, Generations , which are characterized by a shared coming of age experience.
  • 21. Builders (born 1901 to 1924)
    • The generation who built most of the major institutions of the 20th century.
    • Big business, big government, big unions, big universities, big churches... (Strauss and Howe call this group, GIs).
    • Age 82 plus
  • 22. Silents (born 1925 to 1942)
    • The generation who supported and faithfully served the builders.
    • Maintained the greatness of business, institutions, churches given to them by the previous generation.
    • Age 64-81
  • 23. Boomers (born 1943 to 1960)
    • The generation of idealists. Born and raised during the postwar boom era.
    • Experienced unprecedented economic/educational/employment opportunities.
    • Success measured by achievement.
    • Age 46-63
  • 24. Survivors (born 1961 - 1981)
    • The neglected children of the younger silent's and the boomers.
    • Their parents were so busy in pursuit of the self that they left their children to fend for themselves.
    • Quite good at surviving.
    • Age 25-45
  • 25. Millennial (born 1982-- 2001)
    • The youngest living generation, they will have a different childhood.
    • Those on the early end of this generational cohort will suffer from the fiscal crises of our public institutions.
    • The home environment is changing as more value is placed on family and the care of children.
    • Age 5-24
  • 26. Z Generation (born after 911)
    • While this generation is not yet defined it will grow into a world following 911.
    • It will be influenced by the need for security, global awareness, and the need to be connected relationally.
    • Other characteristics will emerge as this generation enters the educational process.
  • 27. Predominant Values by Age
    • Builders (over 80) value Project
    • Silent (64-80) value Protecting Project
    • Boomers (46-63) value Cause
    • Survivors (30-45) value Friend
    • Survivors/Millen (20-30) value Identity
    • Millennials-Z (under 20) value TBD
  • 28. Key Characteristics by Age
    • Builders (over 80)
    • Silent (64-80) / Autocratic
    • Boomers (46-63) – Entrepreneurial
    • Survivors (30-45)
    • Survivors/Millen (20-30) / Outsourcers
    • Millennials-Z (under 20) –TBD
  • 29. Are the Generations Different?
    • Educational Level
    • World View
    • Economic Opportunities
    • Understanding/experience of institutions
    • Family Life
  • 30. Key Values Across Generations
    • Significance
    • Does my life count?
    • Do I make a difference?
    • Self-actualizing
    • Right way (sense of what to embrace & avoid)
    • Sense of the Other (something beyond me)
    • Language (symbolic language, i.e. liturgy)
  • 31. An Andragogic Genome-- Adult Learning Examination, Styles, and Instructional Improvement Strategies & Techniques
    • Definition
    • Adults as Learners
    • Learning Styles
    • Instructional Improvement Strategies & Tactics
    • References
  • 32. An Andragogic Genome-- Adult Learning Examination, Styles, and Instructional Improvement Strategies & Techniques
    • Instructional pacing important for understanding/comprehension
    • Learning friendly instruction
    • Maximize use of teaching time
    • Total Quality Education
  • 33. An Andragogic Genome-- Adult Learning Examination, Styles, and Instructional Improvement Strategies & Techniques Instructional pacing is important for understanding/comprehension As the level of difficulty increases, the level of instructional pacing decreases, then escalates as learner gains skill
  • 34. An Andragogic Genome-- Adult Learning Examination, Styles, and Instructional Improvement Strategies & Techniques
    • Learner-friendly instruction
    • Lessons begin with what students know
    • Pacing: Too much, too fast, won’t last
    • Collaborative: partnering
    • Repeated practice: Hear, see, say … do
    • Explicit vocabulary instruction
  • 35. An Andragogic Genome-- Adult Learning Examination, Styles, and Instructional Improvement Strategies & Techniques
    •     Maximize use of teaching time
    • Allocate more time to read & discuss text
    • Choose practice activities that are academically profitable
    • Increase engagement in reading in all subject areas (Gibson 2007)
  • 36. An Andragogic Genome-- Adult Learning Examination, Styles, and Instructional Improvement Strategies & Techniques
    •      Total Quality Education
    • Set a climate for learning,
    • Constant and continuous recording of student reaction, and
    • Present the material in such a way that it builds to a climax (Blackbourn 2000)
  • 37. An Andragogic Genome-- Adult Learning Examination, Styles, and Instructional Improvement Strategies & Techniques
    • Definition
    • Adults as Learners
    • Learning Styles
    • Instructional Improvement Strategies & Tactics
    • References
  • 38. An Andragogic Genome-- Adult Learning Examination, Styles, and Instructional Improvement Strategies & Techniques
    • Learning: The Cultural Technology (Conner 1996)
    • Improving Instruction (Gibson 2007)
    • Moving from Pedagogy to Andragogy (Martin 2008)
    • Improving Classroom Instruction Through “Best-of-Class” Techniques (Blackbourn 2000)
  • 39. An Andragogic Genome-- Adult Learning Examination, Styles, and Instructional Improvement Strategies & Techniques
    • Learning Log
    • What is something you learned during the presentation that was new or interesting?
    • What was discussed during this presentation that was not new to you, but it reminded you of an idea, concept, or skill that you previously knew, but had not used or thought about for a while?
    • What is something this presentation didn’t cover that you wished it had?