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Why is this on the test? The teacher didn't tell us that!

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Why is this on the test? The teacher didn't tell us that!

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Since my high school teachers deposited info via lecture and I didn’t learn anything, I wasn’t properly prepared to actually learn when I arrived at (my very rigorous) college. I had a steep learning curve to learn to be self-directed and to realize how useful knowledge would be to my future. Interestingly, the things I am learning now in graduate school have connected some dots as to why I struggled a bit my first year of college. The pedagogical approach slowed my growth as a student. I didn’t have any critical thinking skills when I arrived at college. I thought that if the teacher taught me something and I memorized it, I would do well on the test. No dice in college! I was expected to think, notice nuance, form opinions separate from my teachers, understand context, and make my own decisions. Luckily I was able to quickly learn these skills and thrive at college. Best years of my life, in fact!

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My negative experiences may be a greater guide for me than my positives. Having recently completed my requirements for Fire Science and only two years later I will be teaching as an assistant/intern position is pretty wild to me. I have learned the value of a little one on one help and how much of a difference you can make. I can remember spending my lunch hours on the drill ground getting some extra repetitions in and having instructors help me. This internal motivation was essentially given nitro. Having motivated instructors improved my motivation which already existed. With my prior knowledge from the Army I felt that the instructors knew how to engage with me differently in order to tap into my prior experiences and how they apply to the fire service.

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In my work with preparing learners to be test ready for GED exams. I can see how adopting andragogical principles can benefit the learning environment and success learners have will pursuing goal of obtaining an equivalent high school diploma. The challenges I have witnessed is many learners have a challenging time understanding the concept of seeing themselves as life experts and utilizing their life experiences as assets to progress their personal understanding of content.

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I spent almost 20 years second guessing my ability to be successful in completing a master's program.  Reflecting on the intervention my second grade applied to me in the effort to support my reading comprehension development has had a positive impact on how I approach learning as an adult.  As an adult I have been able to adopt a growth mindset to allow for me to understand and acknowledge my biases and be mindful of my environment.
Bartolo Marquez

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Adults need to build on their personal experience. As I explained in my first post, my history teacher really helped me see the value in that by asking me to put myself in the shoes of historical figures. She asked me to consider their points of view from my own perspective and context in order to connect to their stories.

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There are those classes in college that seem to be a continuation way of learning from a pedagogy model perspective where self-directed learning it not so much implied. I do understand that this approach of instructor-centered learning works for many students, allowing more self-direction and equality for the instructor and student stance does tend to create a more focused class and enjoyable experience.  Eboni

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There are those classes in college that seem to be a continuation way of learning from a pedagogy model perspective where self-directed learning it not so much implied. I do understand that this approach of instructor-centered learning works for many students, allowing more self-direction and equality for the instructor and student stance does tend to create a more focused class and enjoyable experience.  Eboni

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As an adult learner, I am all hands on and love taking full responsibility for my learning. Given the learning materials of what to watch and read , I can still take it a step further on how else I can thoroughly explore a topic. During my undergrad, I was is this really interesting Social Psychology class where as a class we learned about a variety of topics that correlate with one another, but individually, we were given a task to choose one or more of those topics to explore on our own and present it to small groups. I loved this idea because it addressed the learnings activities principle that gave me the opportunity to be experiential with different topics I enjoyed learning.   Eboni

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As an adult learner, I am all hands on and love taking full responsibility for my learning. Given the learning materials of what to watch and read , I can still take it a step further on how else I can thoroughly explore a topic. During my undergrad, I was is this really interesting Social Psychology class where as a class we learned about a variety of topics that correlate with one another, but individually, we were given a task to choose one or more of those topics to explore on our own and present it to small groups. I loved this idea because it addressed the learnings activities principle that gave me the opportunity to be experiential with different topics I enjoyed learning.   Eboni

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I once had a great English teacher who realized that I am an auditory learner. I think she must have also realized I have dyslexia (which wasn’t diagnosed until later). She would have me explain what I read out loud after reading so I could slow down and hear myself talk. This really helped my reading comprehension and taught me to take control of my own learning.

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Grandma, Mom, Stepdad, Grandpa. Photo: Me graduating from FSU in 1990

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"Don't you think that people will be able to do that on their own soon. "

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"Don't you think that people will be able to do that on their own soon. "

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I knew that my Grandpa was right when he told me that people would soon be able to do their own video production. (He told me that one Christmas when I was showing him the videos that I produced.) However, I forged ahead in communications and video production because I love it and was motivated to learn. I did switch to public relations later because, as my Grandpa warned me, video production was coming to the people and I want to have an actual decent-paying job post-college.

In the photo, I am carrying a Super VHS video recorder. Yes, how crazy! I am actually video tapping my own graduation.  The headlines and captions across eight major newspapers in Florida read "Communication Major Video Tapes own Graduation" or words to that effect. So, if you are wondering who started the self-video phase, it was me. Sorry about that and yes, my Grandpa was right on this one.

Rob

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Not my 1975 Camero, but the color and style are the same. Mine was rusted from its years in Guantanamo  Bay, true story. 

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"It don't Matter what You Drive up in...

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"It don't Matter what You Drive up in...

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By my senior year in college, my trusty 1975 Camero was on its last legs. The cheap paint job was rusting, the ac was broken, and the driver rear quarter panel was severely dented. According to the insurance company, the car was "salvage". However, thanks to finding an rear axel in a junk yard, I was able to drive my pride and joy for one more hot steaming school year in Tallahassee, FL.

That same year, my International Economics professor who spoke with a heavy long slow southern draw, one day told us that "it don't matter what you drive up in, cause it's still you when you get out. " Now those were the words that I needed to hear! Halleluiah, thank you adjunct cool southern accent not sure what you do in economics professor for giving me the perspective (and sense of worth) that I need to finish my senior year.

In all seriousness, he was a fantastic down to earth teacher who respected his students. You could call him at his office and he would talk you through the problems. Also, I have never bought a new car.

Rob

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I have not been in a classroom learning experience in a while, but I am learning quite a bit just by being a student again. It has reinvigorated my empathy centers, and I noticed that I have become a better instructor as a result.

When I came into this program, my motivation feels different, and I am more inclined to want to master concepts rather than just get by on assignments. Why? Because I would like to move more into instructional design, and I have the professional motivation to learn our concepts well. As a result, not only do I feel I understand my own students' difficulties but I better understand how to address their personal learning motivations. Thus, I am less likely to assign arcane academic tasks and promote performance tasks that connect with the world around them, so simply put, I am more inclined to invite students into the deep end of learning. Luckily, Portland area students are more inclined to be socially involved, so I developed several writing options that allow students to jump into the deep end of sensitive debates. As a result, students have said they have a better understanding of the impact of their writing. It can have a profound social impact if it is written effectively.  Now, my students are more likely to connect with their learning rather than produce assignments.

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My most formidable experience occurred when I was learning to teach. In the late nineties, I first began teaching in higher education, and while my cohort began teaching our first courses, we took a parallel "teaching workshop." I did not know it at the time, but we learned the principles of andragogy. However, the classes my cohort began teaching were the intro to composition course, and students were just transitioning from high school. I can tell you that the teaching techniques we learned were not useful in this first class because students were just learning how to live independently. The students were unsure of themselves in this brand new environment, and thy expressed anxiety about their new circumstances in a number of ways: anger, humor, depressions, fear, silence, etc.... Students could not or would not learn if they were hanging onto the negative emotions that coincided with the new experience of going to college.

Over the course of that first term, I learned that establishing a positive self-concept was key to learning, so at times, I felt like a coach, a cheerleader, and a trainer rather than an instructor, but that was OK. Personally, I understood the need for a human touch in learning, and I think, my students learned to become more confident, or at least fake it, in a college setting. I also learned that personal barriers are powerful deterrents to learning.

As a result of this experience, I have running questions:

1) What sort of emotions and barriers impede learning?
2) How can I develop awareness of these barriers, and how can I help students through them?

Teaching is hard.

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This is a photo of me with my two career mentors (Gale Rhodes and Mary Niemiec) in 2019. In my post about learning about Ohio, I discovered that it was meaningful to me because I realized that I was able to connect my life with the work that we were doing. That may have influenced my way of learning in that I need to have that connection to think I am making a difference. In my career at University of Illinois at Chicago (Mary) and then at UofL (Gale), these two mentors of mine always knew how to frame their coaching, feedback, training, modeling, etc. on how to connect to my internal motivations by personalizing the information for me. They would draw on personal and professional concerns of mine, societal concerns, relationship concerns and how I could make a difference.

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I believe that my high school experience, which was loaded with rules about everything, including how to act like a lady (we had to learn how to cross our legs appropriately...at the ankles), ruined me for college. The religion class I posted about in my other post was a prime example of me not valuing what was being taught because it didn't resonate with me, but I did not know how to learn effectively or think deeply. I eventually failed out of college due to being completely lost to what I needed or wanted to do, but then returned as an adult a few years later ready to learn. I had many instructors who still taught by lecture, but I was read to learn and finally finished.

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Michelle: I have wanted to go to graduate school for 20 years. My husband went to law school when we were first married and I helped him do a lot of research and write a lot of his papers and I loved it. But I was working and supporting us, so the time wasn’t right for me. Plus, I graduated from college in 2000, and it still wasn’t commonplace for women to seek out a graduate education.  My sister went to grad school around the time my husband finished law school. Then a few years after that, many of my female friends returned to school for their graduate degrees. I was so jealous! But by this point, I was in the mire parenting a very needy son. Since I highly value education, I really wanted him to succeed, so I put a tremendous amount of effort into helping him with homework every day, homeschooling him when he couldn’t manage in public school, and advocating for him when he was going to school. He decided to graduate from high school a year early, so suddenly I had the possibility of finally returning to school. But I felt so intimidated! I didn’t have much professional experience, but I had a ton of life-experience. I read through everything I could on the OSU EdM website and asked Lindsay Andrews a lot of questions. Lindsay was more than supportive, encouraging, and reassured me I would love the program and it was indeed, my time. She was right! I am very grateful that this program is so supportive, from the way this program is structured, to the people who teach and advise, and to the good people in our cohort. I won’t forget what a difference it makes to have others encouraging my readiness to learn and look forward to being that person for those who come after me.

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Why is this on the test? The teacher didn't tell us that!

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Why is this on the test? The teacher didn't tell us that!

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Michelle: Most (all?) teachers in elementary school and high school deposited what they wanted me to know and then I learned it well enough to regurgitate it for a test or essay. I was very good at this and did very well in school. However, I went to a very rigorous university, and I wasn’t properly prepared to actually learn. I had a steep learning curve to learn to be self-directed. Interestingly, the things I am learning now in graduate school have connected some dots as to why I struggled a bit my first year of college. The pedagogical approach slowed my growth as a student. I didn’t have any critical thinking skills when I arrived at college. I thought that if the teacher taught me something and I memorized it, I would do well on the test. No dice in college! I was expected to think, notice nuance, form opinions separate from my teachers, understand context, and make my own decisions. Luckily I was able to quickly learn these skills and thrive at college. Best years of my life, in fact!

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My Food Science course in college was taught by a professor teaching her first year who lacked classroom management skills. She was the worst! Any time someone walked into class even a minute late (which was practically every day since it was an 8am class), she gave the whole class a lecture about being on time to class. She did the same if anyone left early, which was pointless since the person she wanted to lecture wasn't even in the room anymore! The irony of her strictness about being present for the entirety of the class was that she rushed through her slides every day and talked so fast without stopping to answer questions that she consistently finished class at least 15 minutes early. We felt like she treated us like children and demanded that we respect her time without her respecting ours in return.

-Kendra

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All throughout my K-12 education, history was always my least favorite. All it meant to me was boring lectures and memorizing dates for tests. In college I had a professor who had a completely different approach to teaching history. Rather than a textbook, he assigned various novels that were fairly short, easy reads. In class lectures, he helped us see the relevance in each historical event by relating each event to its impact on how things are today. Before this professor, I had never had a teacher help make the connections between the past and present in history classes.

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Thinking of my self as a learner as an adult feels strange and familiar at the same time. The phrase life-long learner gets thrown around a lot. Thinking of my 6th grade experience where I was part of the locus of control shows me that I definitely enjoyed undergrad and grad courses where instructors were open to learners' input and would make adjustments throughout the course. I specifically recall a course on urban sociology where we were allowed to pick a couple weeks' worth of topics and the professor updated the learning materials and during those weeks the discussions were much more detailed and more students were engaged.

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As an adult learner I can see how my orientation to learning shifted over time. In elementary school I enjoyed learning the content of a variety of subjects but as an adult I do care more about learning specific skills and figuring out how to solve problems. It seems like the social-emotional learning was embedded in my elementary school experience and no education was explicitly saying to me "this will make you a well-adjusted human" and now as an adult there are some workshops with deeply personal outcomes and objectives that are outlined at the beginning of the course/workshop and I appreciate that. I appreciate the transparency of identifying why a learner is likely to be interested in the learning event and what they are going to learn.

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Hard sight-reading not the best approach -- Kevin Bransford

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Hard sight-reading not the best approach -- Kevin Bransford

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Affording adult learners their due experientially is a key indicator of successful training or education.  In the case of sight-reading, or, say, rewiring a home or replacing a carburetor or dethatching a lawn or deadlifting 660-lbs, the lesson's value may best be served by asking ahead of time instead of in cold proof. I feel confident that most adult learners will be honest when answering because they do not want to clunk through the music or cause a fire/electric shock or inadvertently decrease throttle or scalp sod or hurt themselves. Give learners the ability to vouch for what they believe themselves to capable of and challenge them from there.

The conductor from my related story here never changed that approach over 40 years of grade-school music instruction.  It still is one of the sweatiest non-athletic experiences of my entire life.

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Salmon leaping a cataract while swimming upstream

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Salmon can be saLmon as long as there is a decent position for it -- Kevin Bransford

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Salmon can be saLmon as long as there is a decent position for it -- Kevin Bransford

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I relate this story to various audiences, most recently to my 6 year old big baby.  She is going into 1st grade and I hope she gets the word salmon as part of a spelling test list.  More than that, I hope her teacher pronounces it SAL-mun and, when C asks why?, that teacher will provide an actual reply.

The art of conversation and inquiry is not only to be used by those with alleged wisdom (read: age) or, worse, is some guarded artifact to be gazed upon by only the most worthy.  These skills are for everyone especially those just beginning to use them.

As adults, answering inquiry thoughtfully and completely is incredibly important. And, as adults, we get it wrong often. Learning is an endurance event and, like the mighty salmon of Capistrano, we must keep fighting the current's influence to simply say "because I said so."

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Boats and boating--Equipment and supplies

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I think prior experience is definitely an excellent resource for learning with adults and with kids.  I am uncertain if my childhood experience impacts how I apply andragogical principles as an educator.

With my learners, prior experience varies drastically and may not be the experience or positive example I want them to build upon. Using past experience requires some calibration, coming to a shared understanding of what past experience actually was.

For instance, if I’m relying on past experience in a course on giving feedback, I cannot assume that all learners have had experience with feedback that was delivered in a meaningful and constructive manner that helped them improve their performance.  So, I need to accommodate a range of past experiences within any given group of learners.

I also feel sometimes prior experience can be over-estimated, as was the case with my athletic experience I posted about in the other board.  If we aren’t assessing past experience or assume some certain level of experience, then we can set our learners up with unrealistic expectations.  I sometimes preface teaching basic info with, some of you may already know this, but I want to be sure we all start on the same page as we get started.

-Nicole Gaines

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I think the need to know is critical in adult learning.

In childhood, we need to know because others tell us that is the case. However, as adults, our need to know things can be less clear.

I try to incorporate why I’m including specific content or why an activity is necessary when I am facilitating. I think bringing in stories, emotions, and connection to the content are very effective ways of getting to WHY.  Helping learners grasp why something is important seems essential in building or maintaining motivation for learning.

-Nicole Gaines

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My experience with my sociology teacher and actually witnessing a piece of concrete become a piece of history was such a strong way to introduce learners to a new concept.  We were all rapt on paying attention and learning as much from her as we could at that point.  In that instant, everything she shared about sociology, even in the quick introduction, came to life for the entire class.  I don't recall anyone having a tough time paying attention in that class afterwards. She set the stage for the learning to occur in an engaging way.
-Aimee

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Looking back on the need to learn the states and state capitals, I wish I could remember exactly how my instructor explained the relevance, but to me it was kind of a given!  I know my ability to name all the states and state capitals are forever in my knowledge bank.  When I was a kiddo, I had no problem eagerly learning the information, which may explain why I don't recall the teacher explaining the "why" behind learning the information. In reflecting on how to explain the importance to adult learners, the purpose would change entirely. Emphasis can be placed on having this information for citizenship application, voting information, etc.
On a side note, kudos to the creator of the "50 Nifty United States" song - I recently sang it with my 10 year old niece and she thought I was a wizard for remembering the song in its entirety.
-Aimee

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When I think back on where I got my love of science, I think back to this 5th grade teacher. He not only appealed to what we were doing, but saw an opportunity to take a distraction and create an opportunity to learn something new and have an awesome result!
He knew that not everyone would see the experiment in the same way, but still sought to include everyone in the experiment.
It make me wonder how many girls later went into the hard sciences later in life because he believed enough in all of us to push us outside of our barbie doll houses?
Take the Mundane and Recreate it!
---Lyn

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Now, for things I'm not naturally interested in, I do need to see the relevance and necessity of the learning task. Why am I learning what I'm learning and how it's applicable to my life, job, etc.? I think it's very important to explicitly discuss the 'Why?' and relevancy with learners--not only "You'll understand why you need this later."
-Tony

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Based on the "mold" experiment, I see where my motivation to frame something as a problem and discover solutions based on the "why" comes into play. The challenge is when my learners and I don't see a problem from the same lens or don't identify something as a real-world problem. This makes me think about how prior experience informs orientation to a problem to be solved and how I might utilize that aspect of andragogy to pose a problem differently.
-Julia

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I realize that I utilize a variety of conversational strategies in order to elicit participation from "difficult" learners in order to break down dependency in response to my terrifying 3rd grade teacher. I never want adults to be afraid of humiliation in an educational setting. I'm perceived as a subject matter authority (on limited topics), but I sprint away from being viewed as an authority figure!
-Julia

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Motivation is key in adult learning. How can trainers and L&D harness that motivation for great learning experiences?

Reflecting on that paper, I was first motivated to prove myself so right. Reeling from the shock of not being right, I was motivated to spend long research hours examining how could I have been so misguided. Then, I was motivated to synthesize a new set of ideas that were mine and on more solid footing.

That is powerful, transformational learning!

Long before I ever took a philosophy of education course, I had this quote (inspired by Socrates) on my desk:

"Education is the kindling of a flame, not the filling of a vessel"

--Christen

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Based on my reflection, I can see how much I strive to avoid the 'stranded at sea', cognitive overload training that costs time and money but is soon forgotten. Often, what is needed is a continuum of easy-to-consume content that can be used as just in time learning.

Also, documentation is so much of the game in tech and software. The user can find what they need--when they need it.

--Christen