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I think it is such a great idea to find out what the students are familiar with and build from there because I think having that foundation of information and ideas can support students development. As an English tutor, I tried similar strategy during a reading assignment (ENG 090)and I think it was useful for them to learn and practice new vocabulary words and usage. At first students  were encouraged to read Aesop's Fable "The Tortoise and the Hare" for homework and the following day in a group setting students were encouraged to discuss and share about their point of views and thoughts with each other. I also think (don't tell ask) adult learning concept can be helpful tool especially when it comes to reading new information because it can motivate students to connect and engage with the characters, plot, and even the setting of the story. By  asking the students "what was the story about?" can also help them learn how to pronounce new words that they just had learned from the reading

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I agree with the video, as from a student prospective, traditional straight lectures are not nearly as effective at making concepts stick as engaging through open dialogue with classmates and working in groups to accomplish tasks, insofar as non-math/science/technical fields are concerned.

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I have utilized the 85% rule in trainings, presentations, and lectures in the past and found that it is not only effective in determining what the group already knows but also the type of assumptions and stereotypes they may possess. Knowing what assumptions or stereotypes held by the group makes the process of challenging, deconstructing, and increased understanding less painful and increases connections that participants have with one another. The process also eliminates unnessary review of known material, making more time to cover gaps in knowledge. However, I would caution against the over use of small group work that is emphasized heavily in the video. Small groups may be useful but loses meaning to students when it is the only learning technique utilized. Additionally, for students with a variety of learning, anxiety, cognitive processing disabilities small groups may not be the most useful or safe space.

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I really enjoy the 85% rule! I think it's great to get an idea of where people are and then fill in the gaps. Using other students and coming to a common ground on what is already understood makes it easier to jump off from and move forward quickly. I had a professor in college who used to have us all come to class in small groups with a topic, we'd brainstorm what we knew as a group, what our questions were, and what we wanted to know about and then he would turn whatever we came up with into the next homework assignment. What we learned was relevant to us but still connected to the course material and most classes included a 20-30 minute lecture at the end instead of the full 2 hour lecture. I remember more from that course than any of my other courses and enjoyed myself!!

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I think this approach works, because adults will listen better when they feel that they are first heard. For example, today was my first day teaching High School 21+ and I did not stand in the front of the class and talk about the syllabus or introduce myself for a long time. I immediately pulled out my laptop and had everyone sit down next to me in a half-circle. We went over canvas together, some examples of projects we can do for high school credits, and most importantly I asked students about what kinds of projects they would be interested in based on their past experiences and hobbies. In other words, I had no formal prompt questions for introductions and ice breakers. Instead, I simply asked students nonchalantly about what tribe they are affiliated with and what they like to do. I approached it like we were sitting down for coffee and getting to know each other. Then, we went in the computer lab and I immediately let them get started on some of their projects we had just created together in about 20 minutes of discussion. At the end of the class everyone said they really appreciated that their time was respected and valued. They said most first days of class feel like a waste of time, instead we already accomplished a lot. Ask, don’t tell was the main message of the adult learning video and that is what I tried to do.

However, it was hard for the students to know when to take note of important information. Because I let the students take the lead, we might have missed some important information in the syllabus that I will have to make sure gets covered tomorrow in class. So, I agree with the video we watched that explained one must still include some lecture style presentations of information.

On second thought, I could ask the students to take a syllabus quiz, then it would still count as asking instead of telling. I will try that out!

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As an instructor, I really like and use this method, mostly because I think it really keeps my learners involved. I was interested to read the responses and see that others point out that this only works if learning happens in a "safe space". I 100% agree with that statement. If you are in a classroom with an imbalance of power between students, whether real or perceived (such as mixing employees & managers), it can cut down on the richness of discussion and learning. Another drawback of this method is sometimes you have one or two people who like to monopolize the discussion or lecture, and that can become disengaging. Overall I think that in a safe learning space, this is an effective method of teaching adult learners. I'm interested in learning how to address and overcome some of the drawbacks. - Nicole Gardner

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In my own experience the classes that involve group discussion and activities are the ones I get the most information from. Although there are classes where the information being provided is best done through lecture, it seems best not to have the whole session be lecture based. I also think that having small group discussions and more questions directed to the class allows the students to apply the content being taught to their own experiences or the experiences of their peers. This allows the information to be more meaningful and more likely to stick.

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I have experienced this adult learning structure of interacting with course materials in classes as an undergraduate. I did NOT feel comfortable when this style was implemented in classes such as biology, chemistry, and organic chemistry. The cut-throat and non-collaborative nature that I experienced in those classes did not pave the way for stimulating or engaging discussions. On the other hand, I found that the social science type classes that utilized this adult learning structure introduced various rich and engaging discussions. I would like to point out however that I struggle a bit with the 85% Rule, as I would hope that the teacher would be as involved and as invested in the learning process as the students. Standing back and letting the students teach one another almost seems like the teacher is not being involved enough. - Milana Davydova

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The group talk and share back approach has definitely been the one I have used when facilitating training for my organization. My peers are way more likely to talk to one another and come up with information on the topic rather than asking the group as a whole at once. I think that myself as a learner rather have a rich conversation that problem solves and addresses my interests and concerns with a few people and then once that idea has been developed I am way more likely to speak in front of the class. I also think talking about a topic and asking your peers questions is a much better way to process and remember the information than someone feeding you the information. It's setbacks are really that there are always a few individuals who may be checked out and not willing to participate, they like lecture because it enables them to be passive in their learning. Another draw back may simply be not being able to steer the discussion to what is meant to be taken away from the activity.

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I can only answer this question from my experience as a student, but one of the main things I have noticed as a graduate student is the increased emphasis on group work in comparison to my time in undergraduate study ten years ago.  Group work does create more of a balance in who bears more of the work in the classroom between teacher and students though I am not convinced it always increases the productivity of a lesson.  I think that group work functions best where students are given license to find some of their own conclusions while being carefully guided through this process by their teacher.  When completing group work, and sometimes we go back to the class to present, the findings can be left open ended which certainly supports the idea of allowing for multiple perspectives.  Deciding as a teacher when to reinforce these thoughts seems tricky.

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I think this approach works great for some learning situations. I don’t think it would work as well in learning situations where it’s uncomfortable to admit one’s lack of knowledge. I really enjoy learning and often take classes on a variety of topics. I have found this approach of teaching works great for different hobby classes I’ve taken. In some of these classes I’ve often learned as much or more from other students as from the instructor. I don’t think this approach would work as well for some classes such as computer programming classes where the environment can be competitive and it’s uncomfortable to admit one’s lack of knowledge.  I'm not currently an instructor so this is from a student's perspective.

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I teach a multilevel beginner ESL class and I often find my teachers in my more advanced students.  It can be very hard in the early days of class to get my beginners to participate at all.  Sometimes my best activities are grouping and problem solving activities where no one has to speak.

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I certainly think that this approach is effective when it comes to teaching adults. As an adult, we all want to feel as though we are on a level playing field with those around us, and encouraging students to take control of a significant portion of a class allows them to feel this way, which will usually increase their enthusiasm, participation, and attention quite a lot. It also opens the floor to the many opinions and interpretations of the students within the class. If there is, for example, a class of 25 students with one teacher, it can effectively be turned into a room of 26 teachers by using this method. Personally, I see only strengths to this method as long as the designated teacher is savvy to the role that they need to play in the classroom. If the teacher is an effective guide rather than a lecturer, everything seems to flow much better in a classroom.

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From my perspective, I feel that this approach does work for me and provides more strengths than drawbacks.  As an adult learner returning to education, I have found that I appreciate when I feel that I am in control of my own learning.  Most of my courses in this program have very little lecture components, and are centered around small group and large group discussion.  I appreciate this technique because it allows me the opportunity to learn from myself, and my peers.  This also provides a space for challenge and thoughtfulness.  The one drawback I struggle with the most in this learning technique is sometimes feeling that my professors do not interject enough, leaving me wondering if I am on the "right track" with my learning and understanding.

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I am a big fan of this new adult learning concept. I have experienced it as a student, and I interact way more in small groups where we brainstorm and recall our knowledge about a topic. Being an English learner, I sometimes feel shy to speak to a large group, or don't quite understand some words the professor may say. Working in a small group where it is just a conversation, rather than being right or wrong helps me feel comfortable to give my opinion. - Stephanie Schafer Vieira