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Introduction to adlt 606 august 30, 2011 final
Introduction to adlt 606 august 30, 2011 final
Introduction to adlt 606 august 30, 2011 final
Introduction to adlt 606 august 30, 2011 final
Introduction to adlt 606 august 30, 2011 final
Introduction to adlt 606 august 30, 2011 final
Introduction to adlt 606 august 30, 2011 final
Introduction to adlt 606 august 30, 2011 final
Introduction to adlt 606 august 30, 2011 final
Introduction to adlt 606 august 30, 2011 final
Introduction to adlt 606 august 30, 2011 final
Introduction to adlt 606 august 30, 2011 final
Introduction to adlt 606 august 30, 2011 final
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Introduction to adlt 606 august 30, 2011 final

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introduction to the first class of ADLT 606, VCU

introduction to the first class of ADLT 606, VCU

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  1. Design and Delivery of Adult Learning Programs ADLT 606 Dr. Terry Carter, tjcarter@vcu.edu August 30, 2011
  2. Agenda
  3. University Requirements <ul><li>Cell Phone Use in the Classroom </li></ul><ul><li>Honor Policy </li></ul><ul><li>Safety Issues </li></ul><ul><ul><li>VCU Police, 828-1234 </li></ul></ul><ul><ul><li>Ride to your car, 828-WALK (9255) </li></ul></ul><ul><ul><li>VCU alert </li></ul></ul><ul><li>Student Conduct </li></ul><ul><li>Email </li></ul><ul><li>Students with Disabilities </li></ul><ul><li>Religious Observances </li></ul><ul><li>No class Nov 1 </li></ul>
  4. August 30
  5. What do we know about learner engagement? <ul><li>Unless you answer a learner’s question about “What’s in it for me?” within the first few minutes of the learning encounter, you may lose your learners pretty quickly. </li></ul><ul><li>http://youtu.be/dxPVyieptwA </li></ul>
  6. A Proverb <ul><li>Tell me, I will forget </li></ul><ul><li>Show me, I may remember </li></ul><ul><li>Involve me, and I will understand </li></ul>
  7. Retention & Learning 30% Average percent of retention of material after 24 hours for each instructional method (Sousa, 2001) Lecture Reading Audio-Visual Demonstration Discussion Group Practice by Doing Teach Others 5% 50% 75% 90% 20% 10%
  8. Exercise in Program Planning <ul><li>Each group receives a set of sticky notes displaying various tasks in planning a program </li></ul><ul><li>Your job is to organize these in a model of effective program planning </li></ul><ul><li>Use wall space on either side of the room to display your program plan </li></ul><ul><li>Be prepared to give your rationale for the steps you will take and the order of them </li></ul><ul><li>The discussion you have is the most important part of this exercise! </li></ul>
  9. Caffarella’s Interactive Program Planning Model Interactive Model of Program Planning Building a Solid Base of support Identifying Program Ideas Sorting and Prioritizing Program Ideas Developing Program Objectives Designing Instructional Plans Devising Transfer of Learning Plans Formulating Evaluating Plans Making Recommendations and Communicating Results Preparing Budgets and Marketing Plans Coordinating Facilities and On-site Events Discerning the Context Selecting Formats, Schedules, and Staff Needs
  10. Vella’s Assumptions about Learners and the Learning Process
  11. The Four I’s Types of Learning Tasks <ul><li>Inductive work – connects learners with what they already know </li></ul><ul><li>Input – course content; new material </li></ul><ul><li>Implementation – try it out </li></ul><ul><li>Integration – asks learners how they will integrate new learning into their lives </li></ul>
  12. Vella’s 7 Steps for Planning Instruction
  13. Three Graded Assignments

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