# data[].attributes.body
Ø  Regarding GOALS …
-       Want to know how to write goals & objectives better.

-       Want to know how to become more succinct in my writing.

-       Want to know how to determine what are good (noble, admirable, best) goals.

Ø  Regarding CRITICAL THINKING

-       Want to know how to better order my mind and life.
-       Want to know more about this concept of ‘micro-aggressions’ & how I inadvertently engage in such negative practices or utilize ‘questionable’ expressions.

-       Want to know the right balance between CT & living by faith/trust in God, His goodness, sovereignty & grace.

# data[].attributes.body
Ø  Regarding GOALS …
-       Learned that Objectives do not need to be so complicated, just real practical.

-       Learned that you can teach old dogs new tricks in reference to myself.

-       Learned that I had indeed (in my mind) determined a rather intricate set of goals for my ELL when I set up this English immersion adventure in Calgary.

Ø  Regarding CRITICAL THINKING

-       Even though Brookside & others (in Wang) seem so negative or suspicious (presuming there are ulterior motives & racialization everywhere), I’ve learned that questioning things is okay, provided there is not a spirit of pessimism included in it.
-       Learned at least with my male Korean Ss that I do naturally & readily challenge them to think deeply about their lives & views, even while tutoring English.

-       Learned (or became more aware) of my need to take my thoughts more captive (to use the Biblical term) in order to reign in my emotions more & fight off depression.

# data[].attributes.body
Ø  Regarding GOALS, throughout my career …
-       I have been learned & known about goals but always struggled with writing them.

-       Had goals in mind, not so much written down on paper.

-       Achieved some major goals in Education: B.R.Ed. M.Div., MA in TESOL

Ø  Regarding CRITICAL THINKING
-       Always have had a keen curiosity and inquiring mind.

-       Been aware of the Asian emphasis on rote learning vs. Western more CT.

-       Recognize underneath concepts & practices that there are assumptions, sometimes intentionally hidden agendas or curriculum.

# data[].attributes.body
1. The importance of variety in teaching to facilitate learning.
2. The importance of Ss motivation in the process of learning.

# data[].attributes.body
1. Racism &/or Racialization is a problem ...
2. Catching people's interest at the beginning of a talk is important ...

# data[].attributes.body
1. What is a 'micro-aggression' & how do or do I unconsciously engage in such condescending practices?
2. How to better 'hook' people at the beginning of a presentation?

# data[].attributes.body
1. Yesterday at Newland's buffet lunch, there was a new 'host' who meets you to help get one seated - he was African-Canadian; whereas, the previous fellow was Asian.  I found myself liking him less or at least less 'comfortable' with this gentleman, indicating to myself that I had suspect racialized views, but I tried very hard to not ask any unhelpful questions or comments.  Only, I asked him where he got his nice 'hat' because I've been meaning to get some (to cover up my baldness & look more 'professional,' despite cutting my hair very short).
2. Sam Horn's clips on having an intriguing first 60-seconds of a speech by asking some inclusive interest-catching questions & providing some thought-provoking emotive facts & figures has been quite helpful. I want to implement these ideas more in my writing & speaking engagements.

# data[].attributes.body
1 - I am stepping into a role as a facilitator. A role that, after completing a bachelor's degree online, I feel could be very valuable in supporting the learning experience and bridging cultural barriers that may exist.
2 - The role of facilitator is different than the role of instructor.
3 - I have an opportunity to serve both instructors and students by facilitating communication and fostering relationships.
4 - I need to be mindful of the racialism of my own education to try to better understand how to connect with students in China.

# data[].attributes.body
1 - How to think and operate like an educator. I want to know how to shift my mindset from that of a salesperson and marketer to that of an educational facilitator.
2 - How facilitation relates to instruction. I want to better understand how to respect the authority and position of the instructor while also acting as advocate for both the instructor and the students.
3 - How to manage the line between professional and personal communication in my relationships with both students and faculty.
4 - How my own racialism, transformative experiences, and understanding of reality can be used for the benefit of the students with whom I interact.

# data[].attributes.body
1 - I have a natural disposition towards acting as a nurturer while also being skeptical of the role that social reform plays in the classroom.
2 - I have a lens that is grounded in Eurocentric, post-Enlightenment thought. I've learned that this lens is not necessarily something for which I need to apologize, but it is something for which I need to mindful.
3 - I have learned that I have a lot more to learn in terms of being an educator. Throughout our Unit 1 readings, I realized how new I am to the world of adult education.

# data[].attributes.body
•Adult Education should considered  learner Racialization

•- AE  need to consider individual learning style

•- A E ought to be dynamic and fluid

•Learning is not only  knowing  it is also embodying the  learning.

•- AE design active Training

# data[].attributes.body
•-  Ways to design AE course.

•- The many tools available  to make activities interesting.

# data[].attributes.body
•To effectively use technology to engage students

# data[].attributes.body
1. I love communicating through the medium of teaching
2. It takes a lot to engage the classroom.
3. enjoy working with Adults, as there is some level of knowledge to start the conversation.

# data[].attributes.body
1. To to develop proper objectives for teaching
2. developing lesson plan structures.  - working through the deductive and inductive methods
3. understanding concepts around Adult teaching  and finding new ways of engaging the class
4 how to set goals

# data[].attributes.body
-how do you facilitate learning, provide opportunities for self-direction and self-actualization in learning, while at the same time ensure that students acquire the information they need to know?

-how do you avoid promoting a Eurocentric perspective and validate students' cultural identities?

-How do you build in opportunities for authentic self-reflection based upon multiple perspectives and not just your own?

# data[].attributes.body
Teaching adults involves more than just the transmission of information. The role of an adult educator is to get the student to think critically about what he/she is learning in light of their lived experience. The new information can either refine /develop their frame of reference or completely transform it.

# data[].attributes.body
It's important we empower adult learners to take ownership of their education and training. Looking beyond just the content.

# data[].attributes.body
-its easy to engage adult learners since they already have prior knowledge about the subject matter.
- adult education should be on an inquiry-based approach since it will assist the students to make research, ask questions and have a strong input on what they study and how they understand it.
-its important in nurturing students in their application of the knowledge and skills in the real world.
- it fosters discussions between students and teachers which in turn helps students to formulate new concepts to be applied in their everyday life and using these concepts to solve community problems.

# data[].attributes.body
-how to train students about online studying?
-how to relate to emotions of my students.
-how to get my students more engaged and interested in learning.
- how to design the AE course.
-how to shift my thinking to that of an education facilitator.

# data[].attributes.body
- adult learning should be practical only theoretical.
-nurturing students is an important aspect in learning and should be adopted in all stages of education.
-adopting technology is important in learning especially studying online where we are from diverse backgrounds and locations and cannot all be in class at the same time.
-its looks to be fun as an adult educator as you teach and get to acquire more knowledge from the students as well.

# data[].attributes.body
Relationships play and increasingly important role in the development of strong adult learning.

Chaos Theory is particularly relevant right now! Learning how to deal with the unknown and maintain growth mindset is important.

There will be accelerating disruption in our lives as technology and world events continue to have greater influence.

# data[].attributes.body
How do we challenge learners to move from fixed to growth mindset? Do they need to?

How much responsibility do we have to navigate the topography of emotional landscape?

# data[].attributes.body
-chaos theory is not all negative like we always think. It does give the brain a break for it to reset and come up with good ideas.
-Its important to know the emotions of the learners and your own emotions as an adult facilitator as this helps you to communicate freely with the students.
-these topics teach us to use the learners experiences in using them physically in the real world.
-teach us bout transformational, self-directed and self-pace learning.

# data[].attributes.body
-how do we manage the more complex emotions of students?
-how can we manage to contain our own anger towards students that provoke it without showing our emotions?

# data[].attributes.body
-managing emotions plays a significant role in motivating students to learn.
-self-directed learning is the best way to have students think critically and formulate new concepts that create knowledge.
-teacher power and student power must find a balance in the learning environment.
-

# data[].attributes.body
- We have learnt of the importance of space set up and ensuring active learning can happen within the physical space.
- Looked at the need for developing critical thinking skills in learners, and how to challenge cognitive bias.
- Importance of receiving feedback at various stages of delivery to ensure participants remain engaged.

# data[].attributes.body
- How do we deal with learners who have no interest reviewing their cognitive bias?
- How do we deal with cultural differences between participants?

# data[].attributes.body
-We got to know that critical thinking is essential for developing learners skills.
-teaching is not just about thinking but rather thinking that entails self-improvement.
-improvement comes from skills in using standards by which one appropriately assesses thinking.
-methods for fostering critical thinking.

# data[].attributes.body
-How do we control thinking that has negative effects towards different cultures or religions?
-How do we deal with stubborn learners who might just not be interested in what you have to teach?

# data[].attributes.body
-Critical thinking improves the learners skills
-Methods of applying critical thinking in teaching.

# data[].attributes.body
-Some ideas are

# data[].attributes.body
--There is a growing need for adult educators in the workforce, particularly those who can engage learners through technology (COVID-19 world)
-Teaching effectively takes practice, openness to ideas and feedback, and adaptability.

# data[].attributes.body
-How can I best prepare to teach adults (technology, resources, lesson plans, etc.)?
-How can I prepare to teach adult learners from other cultures and for whom English is a second language? What adjustments to curriculum need to be made to ensure student success?
-How do I capture and sustain the interest of adult learners?

# data[].attributes.body
--There are different perspectives on teaching adults. There is no 'right' or 'wrong' answer but there may be more effective ways to engage learners.
--Active training = lasting learning

# data[].attributes.body
I don't know much about the role of an adult educator and factors impacting adult educators ...
- I think that it is important to recognize and respect the prior knowledge and experiences that adults bring to learning environments
- Relationship is important regardless of the age of the learner
- Like younger learners, adults will have their preferred methods of learning; they will also have preconceived notions about these methods and about their abilities to engage in each type

# data[].attributes.body
I want to know
- how to engage respectively with an adult when needed to correct a misconception or contradiction in a way that will not be taken as belittling or accusatory
- what are the main ways that adult education varies from K-12 education

# data[].attributes.body
Different teaching perspectives have value in different situations or settings
Some wisdom and learning can only come with time and experience

# data[].attributes.headline
Unit 3: Experience, Emotions and Motivation

# data[].attributes.subject
Unit 3: Experience, Emotions and Motivation

# data[].attributes.body
-adult learners bring a range of experience to the classroom and this includes a mixture of emotion (fear, excitement) and level of openness to new ideas (identity around core beliefs has already been formed)

# data[].attributes.body
-adults learners and educators feel a range of emotions (imposter syndrome, anticipatory anxiety)
-there are a number of tools at our disposal to actively engage learners (move from covering content to discovering content)

# data[].attributes.body
What are effective techniques to diffuse classroom situations/discussions that get heated due to opposing worldviews?

# data[].attributes.headline
 adult education is experimental and facilitators can experiment with their own cultural persuasions and learn the culture of the target audience they intend to reach out too and find common ground to redesign the design the process. 

# data[].attributes.subject
 adult education is experimental and facilitators can experiment with their own cultural persuasions and learn the culture of the target audience they intend to reach out too and find common ground to redesign the design the process. 

# data[].attributes.headline
since conflict is a difference of opinion and when managed well, adds value to the discussion- with regard to experimental education which involves mimicking  real world scenarios, can facilitators, take it upon them selves to stir up heated discussions and manage them, inorder to get the learners to become  comfortable and confident with expressing their views and respectfully disagreeing  

# data[].attributes.subject
since conflict is a difference of opinion and when managed well, adds value to the discussion- with regard to experimental education which involves mimicking  real world scenarios, can facilitators, take it upon them selves to stir up heated discussions and manage them, inorder to get the learners to become  comfortable and confident with expressing their views and respectfully disagreeing  

# data[].attributes.headline
experimental education can lead to behavioral change overtime and this is necessary for transformation

# data[].attributes.subject
experimental education can lead to behavioral change overtime and this is necessary for transformation

# data[].attributes.body
The more I reflected this week on the readings the more I thought back to any memorable speeches or lessons I have attended and all of them had some element of inspirational story. Good TED speakers use stories really effectively!

# data[].attributes.body
Brookfield (2013) identifies the concept of being a "pedagogic calibrator". How does this work practically in the classroom?

# data[].attributes.body
Adult learners value real-life application, modelling, and experiential learning.

# data[].attributes.body
How does an instructor gauge how far to challenge or 'push' a student on the road to critical thinking? What are the best ways to facilitate critical thinking gently and still achieve results?

# data[].attributes.body
Certain assessments and teaching techniques lend themselves more to active learning and critical thinking (ie: Guide on the Side, not Sage on the Stage).

# data[].attributes.body
Actively engaging learners with the course material is crucial. Learners must hear, see, question, discuss, do, and teach to internalise the topic.

# data[].attributes.headline
Unit 1 - Adult Educators and the Factors that impact them

# data[].attributes.subject
Unit 1 - Adult Educators and the Factors that impact them

# data[].attributes.body
Adults always teach from and through their life experiences. The teacher's experiences can become the example to get adult learners to ask questions about their own life experiences. Questions are key to transformative learning, since "the act of learning begins with a question." (Silberman, Active Training).

# data[].attributes.body
The role of an Adult Educator is to facilitate the learning experience by creating a safe and welcoming learning environment that engages student participation with creative and effective transformative learning strategies.

# data[].attributes.headline
Unit 1 - Adult Educators as Question Prompters

# data[].attributes.subject
Unit 1 - Adult Educators as Question Prompters

# data[].attributes.body
How can adult educators become more aware of the factors that impact themselves? Self-awareness is important for modeling good teaching, and is helpful for leading adult students to become more aware of the factors impacting their learning.

# data[].attributes.headline
Unit 1 - Adult Educators are impacted by public pedagogy

# data[].attributes.subject
Unit 1 - Adult Educators are impacted by public pedagogy

# data[].attributes.body
Non-cognitive ways of knowing impact both students and teachers. Becoming more aware of how this works is helpful for teachers to lead students into greater cultural intelligence.

# data[].attributes.body
How to critically examine the factors influencing my own already established practices to become a more effective adult educator,

# data[].attributes.body
Simply - there is so much more to learn. As an educator in an continuously evolving world, learning to see beyond the classroom and textbook is essential. Learning to use public pedagogy and transformative learning are imperative.

# data[].attributes.headline
Unit 2: Critical Transformative Learning

# data[].attributes.subject
Unit 2: Critical Transformative Learning

# data[].attributes.body
Involve a lot of critical reflective learning every step of what we do or think

# data[].attributes.body
to find out what your students already know. so that  Teaching- Learning design involves their input, so they are more willing to contribute to their- long-term learning experience

# data[].attributes.headline
Unit 1: Adult educators need to believe that their learners want to and are capable of learning. We need to trust that adults know what they need. We also need to respect adult time and design effective and efficient learning experiences that stack processes and content to provide opportunities to make meaning. I facilitate workshops for teachers, and I often say that a day of PD needs to be more important than a day that teacher would have had with their students. And a day with students is SO important. That is the bar we need to set for ourselves.

# data[].attributes.subject
Unit 1: Adult educators need to believe that their learners want to and are capable of learning. We need to trust that adults know what they need. We also need to respect adult time and design effective and efficient learning experiences that stack processes and content to provide opportunities to make meaning. I facilitate workshops for teachers, and I often say that a day of PD needs to be more important than a day that teacher would have had with their students. And a day with students is SO important. That is the bar we need to set for ourselves.

# data[].attributes.headline
I am most interested in learning how to move effective and authentic professional learning to an online context. How does online impact learning design? How do we formatively assess where participants are at in an online environment?

# data[].attributes.subject
I am most interested in learning how to move effective and authentic professional learning to an online context. How does online impact learning design? How do we formatively assess where participants are at in an online environment?

# data[].attributes.headline
I have been fascinated by the TPI and the interplay between belief, intention and actions. I also appreciated Calahan's stages. Connecting them to where I am at right now was powerful to see where some of my discomfort has come from.

# data[].attributes.subject
I have been fascinated by the TPI and the interplay between belief, intention and actions. I also appreciated Calahan's stages. Connecting them to where I am at right now was powerful to see where some of my discomfort has come from.

# data[].attributes.body
I know that adult educators are teaching students who have deep, valuable experiences that can be leveraged to improve classroom learning and are intensely interested in practical application of theories to their own circumstances and occupations.

# data[].attributes.body
I would like to know how to maximize effectiveness in my own classes and make the courses I teach more active. I would also like to know if there are differences in best practice when teaching older or younger adults, or classes where there is a wide age range.

# data[].attributes.body
I have learned that adults use public pedagogy to form their own ideas and identities and that adult educators can give them tools to process public pedagogy critically.

# data[].attributes.body
Art can provide a unique perspective into complex issues.

Therefore, as adult educators we should seek opportunity to interact with art and different forms of media as part of our courses where appropriate.

# data[].attributes.body
How do we practice these skills and integration of art if we aren't usually comfortable with it?

# data[].attributes.body
-Out of chaos can come learning

-The more connected the learner feels, the more likely they are to learn

# data[].attributes.body
As learning moves more towards online or hybrid models, how do we strengthen the emotional connections associated with learning?

# data[].attributes.body
- to find and embrace S-T power balance in classrooms is important
- to move away from predicting and controlling to equipping people to reinvent themselves and develop resilience

# data[].attributes.headline
WHAT I KNOW is the importance of experiential learning to reinforce learned concepts.

# data[].attributes.subject
WHAT I KNOW is the importance of experiential learning to reinforce learned concepts.

# data[].attributes.headline
I WANT TO KNOW how to improve experiential learning times.

# data[].attributes.subject
I WANT TO KNOW how to improve experiential learning times.

# data[].attributes.headline
WHAT I LEARNED is the crucial need to instill positive emotions in learner to empower them to learn.

# data[].attributes.subject
WHAT I LEARNED is the crucial need to instill positive emotions in learner to empower them to learn.

# data[].attributes.body
I am recalling a conversation with a superintendent about four years ago. Her comment was "Terry, I am so frustrated by the lack of implementation of differentiated learning in our schools. We have told and told our administrators what differentiated learning is, and yet teachers are still not doing it." My response was, so you have been telling educators about differentiated learning and they don't seem to understand? Isn't that the point? What I know is that it is not sufficient to simply tell teachers content, we need to design professional learning experiences that allow them to feel what that learning is like. Having that emotional attachment - joy, fear, excitement, trepidation - feeling what our students feel can help us understand the 'why' and be empathetic to learners.

# data[].attributes.headline
I am most curious about how we might translate experiential learning in an online environment. How do we create that learning environment?

# data[].attributes.subject
I am most curious about how we might translate experiential learning in an online environment. How do we create that learning environment?

# data[].attributes.headline
So far, so much! We have learned about how chaos theory applies to career paths, and I would extend this to the role and practice of adult facilitation. Having a point of influence in mind so clearly that we can move off the path and be flexible in teaching and learning is so key with adult facilitation - I call it "Planning for Flexibility". Being OK with ambiguity and uncertainty allow us to be fluid and flexible in our constant state of change. We have also learned about the attachment of emotions to teaching and learning. I think back to Rick Wormeli's statement that children learn and remember things that have emotional attachment - and that it is better for that to be joy and humour rather than fear and anger... The different teaching strategies that can create an emotional attachment let us know that we can actually plan for emotion. I spent one year monitoring energy within adult facilitation, and observing the impact of facilitation strategies on participant energy. I am thinking this is related!

# data[].attributes.subject
So far, so much! We have learned about how chaos theory applies to career paths, and I would extend this to the role and practice of adult facilitation. Having a point of influence in mind so clearly that we can move off the path and be flexible in teaching and learning is so key with adult facilitation - I call it "Planning for Flexibility". Being OK with ambiguity and uncertainty allow us to be fluid and flexible in our constant state of change. We have also learned about the attachment of emotions to teaching and learning. I think back to Rick Wormeli's statement that children learn and remember things that have emotional attachment - and that it is better for that to be joy and humour rather than fear and anger... The different teaching strategies that can create an emotional attachment let us know that we can actually plan for emotion. I spent one year monitoring energy within adult facilitation, and observing the impact of facilitation strategies on participant energy. I am thinking this is related!

# data[].attributes.body
Experiential learning is important in adult education as learners draw from their experiences to learn new concepts.

# data[].attributes.body
now that covid has made online learning an important aspect in teaching, i want to know how i can improve on cultural diversity through online learning since it plays a critical role in getting to know the background of my students and among the students themsleves.

# data[].attributes.body
-i have learnt that cultural diversity is important to learning since from the learners experiences we get what to teach and what better way to know about their experiences from their backgrounds and the cultures they subscribe to.
-I have learnt that assessments play an important role in motivating the students in the learning process and monitoring their progress.

# data[].attributes.body
We need to consider that even though the content of our training is the same, our group of students will be different and therefore needs will change.

# data[].attributes.body
What are the best ways for us to detect change of needs in a new student group and adjust?

# data[].attributes.body
I have relearned the importance of being present in the class early, interacting with students, and setting the tone of the class as well as setting expectations.

# data[].attributes.body
In adult learning, there is less competition among students and more of coordination.

# data[].attributes.body
As learning is moving online, i want to know how best we can assist students who do not have the capacity to be online so as to learn with the rest of the advanced world.

# data[].attributes.body
i have learnt that online learning and teaching has limitations especially where resources that facilitate online learning are concerned forexample access to a computer or mobile phone, internet services and lack of technological knowledge among students.

# data[].attributes.body
Learning more about how to incorporate technology into my teaching. Especially with the shift to online and hybrid learning, learning how to effectively use technology is essential.

# data[].attributes.body
Learning to incorporate new and possibly uncomfortable activities in the classroom can produce many positive outcomes. Challenging not only the learners, but also the instructor to try something new (ie art in the classroom) to learn has many benefits.

# data[].attributes.body
* Amazing activities to use throughout a lesson
* To embrace chaos and challenge power
* to move from teacher-centered to student-centered
* to flexible, creative and have fun in the classroom
* how to do student and self-assessments
* how to encourage students to think critically and hopefully move towards transformative learning

But most importantly - there is still more to learn

# data[].attributes.headline
I know a number of facilitation techniques designed to have participants work and learn together to build team. These include grouping techniques, meaning making strategies within the group, use of graphic organizers and how learners might share back to the larger group.

# data[].attributes.subject
I know a number of facilitation techniques designed to have participants work and learn together to build team. These include grouping techniques, meaning making strategies within the group, use of graphic organizers and how learners might share back to the larger group.

# data[].attributes.headline
What I want to know more of is how to use more complex facilitation strategies in an online environment. 

# data[].attributes.subject
What I want to know more of is how to use more complex facilitation strategies in an online environment. 

# data[].attributes.headline
What I have learned are more frameworks for facilitation around group work and team, how to use the arts within facilitation in a more meaningful way, and a number of new strategies.

# data[].attributes.subject
What I have learned are more frameworks for facilitation around group work and team, how to use the arts within facilitation in a more meaningful way, and a number of new strategies.

# data[].attributes.body
Culture/custom is an important point need to be paid attention in the class by adult educator

# data[].attributes.body
I want to know what are the skills we need to have as a facilitator.

# data[].attributes.body
I learned that we can intentionally change our teaching style after TPI results.