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Marcell Jacobs wins men’s 100m final  | #Tokyo2020 Highlights

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Developing and Managing the Adult Learning Community.

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Developing and Managing the Adult Learning Community.

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This video shows the Tokyo’s 2020 Olympics men’s 100 m final. The
athletes approach the start line and then sprint to the end. It is an
excellent illustration of the concept of motivation we studied in
Module 2: motivation is what gets you going and keeps you going in a
certain direction, just like these runners do. In addition, this video
relates also to learning styles, another concept we covered in Module
2. Learning styles are affected by physiological factors – as so are
sport performances as notoriously certain athletes perform better
under certain environmental conditions (temperature, humidity,
altitude) than others. Learning styles are also affected by affective
factors, and this video clearly portrays a group of men with an
internal locus of control (they won’t blame others for running slower
than their competitors and they will claim credit if they outpace
them) and similar values and attitudes (those of sport – including
discipline and dedication). Finally, this video relates also to
Maslow’s Hierarchy of needs, as these athletes competing of the
Olympic gold have been able to fulfill their deficiency needs and are
now challenging themselves to become everything they are able to
become in the one of the worlds most prestigious settings.

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Marcell Jacobs wins men’s 100m final  | #Tokyo2020 Highlights

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DEAD POETS SOCIETY HD - CARPE DIEM - GATHER YE ROSEBUDS WHILE YE MAY - OH CAPTAIN MY CAPTAIN

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This scene taken from the movie Dead Poets Society is an excellent
illustration of some of the concepts we studied in Module 3. First
off, this scene shoes the pedagogical cycle, with the teacher
providing information, questioning students, and reacting to their
responses. This scene relates also to the maximization of the
allocated time discussed in Module 3, as it clearly portrays a teacher
who planned ahead of class how to run it, prepared accordingly, and
engaged the students with questions making use of the “wait time”
technique. Additionally, this scene is a good illustration of Bloom’s
Taxonomy, given that the teacher’s questioning does not simply draw on
the students’ knowledge and comprehension: it pushes them to apply
their knowledge to ultimately analyze the meaning of the pictures in
the room and activate their critical thinking concerning the very
reasons for which they were in school.

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DEAD POETS SOCIETY HD - CARPE DIEM - GATHER YE ROSEBUDS WHILE YE MAY - OH CAPTAIN MY CAPTAIN

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The Integumentary System, Part 1 - Skin Deep: Crash Course Anatomy & Physiology #6

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Here is a very good example of an effective presentation from beginning to end.
This presentation about the Integumentary System did what 600 hours on a classroom couldn't do.
In the 1 minute and 20 seconds introduction to the subject he was able to summarize the importance of the skin and obtained viewer's attention by making several funny but very real statements about the importance of the skin, makes examples that the viewer can relate to and paves the way to the body of the presentation.
He then uses clear and easy to understand graphics and describes the skin histology without the over use of power point, making bullets that note important information and more examples that engage the viewer.
To close the presentation he summarized the lesson, tied all information together and prepared the viewer for the next lesson making questions that encourage them to look forward to the next lesson.
I would definitely see this as an interactive and well structured class that serves as an example to me on how to prepare my future presentations.

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The Integumentary System, Part 1 - Skin Deep: Crash Course Anatomy & Physiology #6

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3 MINUTE DRIVING TEST!! WHAT?? - Official DMV Road Test

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This video concerning a road driving test is a good illustration of
the concept we studied in Module 5 – classroom assessment. Just like a
classroom assessment evaluates the extent to which a student has
mastered the skills that he or she was supposed to master, a road
driving test assesses the extent to which the candidate has learned
the specific skills necessary to drive a vehicle. More specifically, a
road driving test is a summative assessment (it takes place at the end
of the candidate’s study period) that is graded holistically (one
either passes or fails).

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3 MINUTE DRIVING TEST!! WHAT?? - Official DMV Road Test

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Knowing the differences between Andagogy and Pedagogy creates a new concept of teaching and learning. This concept has a focus mainly on self-directed learning, past and present experiences, application of the subject and motivation by intrisic factors.

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On Cruise Control or in the Passing Lane?
Highs and Lows on the Professional Development Highway

February 7, 2018
by Diana Thornton

All teachers have experienced professional development duds. I recall a training I attended recently where the presenter was droning on, reading verbatim PowerPoint slides, oblivious to the fact that her audience was meanwhile on cruise control: grading papers, texting their spouse, drifting off to sleep, or perhaps even worse-- pretending to listen while creating lesson plans in their heads. Occasionally, the presenter asks a question or even stops to allow for adult learners to conduct a pair-share discussion. Yet because she had fallen "behind," we were rushed through the exercise without the opportunity to converse. How do things get to this point? The presenter surely never intended to bore the audience, yet we have all been there before. Why?

Pedagogy vs. Andragogy
I contend the reason we've had to endure terrible professional development like this is because most of these trainers were previously instructors of children and do not know the difference between teaching adults (andragogy) and teaching children (pedagogy).

Malcolm Knowles asserted that adults learn differently than children (Caruth, 2014). Therefore, he distinguished a critical difference between the roles of the teacher in each setting. The pedagogical teacher is responsible for all learning: how and when the content will be taught and how the learning will be measured (Caruth, 2014). In contrast, andragogy suggests the teacher provides a purpose for learning and facilitates the inquiry process as the teacher and student work as a team (Caruth, 2014). Knowles further suggested there are six assumptions when it comes to adult learners (Chan, 2010):

1. Their self-concept is that of an independent, self-directed learner.

2. They draw on their own experiences for acquiring new learning.

3. They learn best when they are ready to build on what they already know.

4. They prefer to learn what can be immediately applied.

5. Although extrinsic factors can motivate them, adult learners are more motivated by intrinsic factors.

6. Adult learners need to understand the value and purpose for what is being taught.

Rearview Mirror Analysis
Going back to my example of the PD instructor with the never-ending PowerPoint slides, how could she have revised the lesson considering Knowles's assumptions?
First, she should have known that her adult learners do, in fact, value learning. Why else do most of us enter the teaching profession? Had she done her homework-assessing our needs prior to or at the beginning of the lesson-she would have tapped into all six assumptions. Our time would have been valued because she could have targeted what we valued and needed from her.

Next, an overview of the research that supports the skill or concept to be learned would have provided purpose and ensured engagement from the adult learners.

Additionally, the lecture style, itself, is contrary to the problem-based nature of andragogy (McGrath, 2009). Had she provided a quick overview of the subject matter, then broken us into job-alike groups to apply the skill to a reality-based problem (Caruth, 2014), the adult learners would have left not only feeling valued for their independent nature but would also have been given the opportunity to apply these skills prior to attempting them in the classroom (McGrath, 2009).

Checkered Flag Results
The next time I am called upon to provide professional development at my school site, I will consider the needs of my staff, being mindful of their past experiences in education. This will happen through a needs assessment beforehand. Although I will provide extrinsic motivators, such as candy (our staff members each have a serious sweet tooth), I will be mindful that all come to me intrinsically motivated to develop their skills. I will provide opportunities to collaborate, while I serve as a guide and facilitator of learning, waving them in with checkered flags from the sidelines.

Posted in Professional Development Tips
Tagged andragogy, professional development, adult learners, pedagogy, education, teaching

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On Cruise Control or in the Passing Lane? Highs and Lows on the Professional Development Highway February 7, 2018by Diana Thornton All teachers have experienced professional development duds.