1 Knowing the Adult Learner Guidance & Instruction Strategies Jones, M., Shelton, M. (2011). Developing Your Portfolio--Enhancing Your Learning and Showing.
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Knowing the Adult LearnerGuidance & Instruction
Strategies
Jones, M., Shelton, M. (2011). Developing Your Portfolio--Enhancing Your Learning and Showing Your Stuff: A Guide for the Early Childhood Student or Professional, Second Edition. Routledge.
Consider Your Philosophy: The Basis for Practice
Human development
theories
Teaching/learning theories
Practice
Strategies, tools, methods
Our Initial Assumptions and Observations about Adult Learners
What we thought and what we’ve learned.
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Assumption Observation Adults prefer
active, rather than passive learning
Many adults enter the learning environment expecting to be treated as passive learners
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Assumption Observations
Many adults consistently operate at higher levels of thinking
Many adults operate at the concrete level and require guidance in developing higher level thinking skills. Formal thinking is situational.
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Assumption Observation
Adults continue to construct their own knowledge
Adults continue to construct their own knowledge, but the process is often complicated by assumptions, beliefs, expectations and locus of control
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Assumptions Observations Adults want
choice, flexibility, and autonomy just as we do
Adults differ in their desire for autonomy and locus of control. Some adult learners are highly dependent upon instructor approval.
Insights about Adult Learners
A developmental continuum exists for adult learners
Developmental characteristics reflect maturity, experience, and education
Developmental level is situational Developmental levels must inform
guidance and instruction strategies Adults often need scaffolding in
constructing new knowledge
Developmental ContinuumIn
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Direct
Highest degree of specificity
Explicit direction in process & product
Instruction in reflection & reflective writing
Needs specific instructions, models & examples
Anxious, teacher pleasing, frustrated w/ ambiguity
Sees goal as completing the task
Limited reflection skills (summary of events)
Facilitate
General guidelines and parameters
Instruction as needed to clarify process & product
Scaffold higher level thinking through dialogue
More comfortable with ambiguity
Wants general guidelines, parameters, and expectations
Understands application
More insightful reflection
Mentor
Sounding board – responsive to initiative; feedback
Provide open-ended parameters, guidelines & expectations
Monitor, help clarify, prompt & explore ideas
High degree of independence as learners
Ability to see multiple applications
Broadening of perspective & perspective-taking
Sophisticated, multi-level reflection
Concrete thinking Formal thinking
© Jones and Shelton, 2004
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Product Purpose, audience, content, evidence & reflection
Process Collect, select, reflect, connect, & project (Barrett, 2000)
Concrete operations Formal operations
Post-formal operations
Guidance and Instruction
Bloom’s Taxonomy
Cognitive Knowledge Comprehension Application Analysis Synthesis Evaluation
Affective Receiving Responding Valuing Organization Characterization
concrete
transitional
formal
Concrete
Cognitive: Provide & clarify explicit instructions and selectively use models and samples
Affective: Acknowledge anxiety and fears & address openly without prejudice
Reflective: Co-construct definition; provide models or formulas (P-P-F; A-A-A); guided practice & feedback
Transitional
Cognitive: Explore their rationales, logic, understanding of part/whole relationships
Affective: Confront their quiet theories about teaching and learning & help them puzzle it out
Reflective: Pose questions to clarify, make explicit and deepen connections; identify areas for improvement
Formal
Cognitive: Engage in collegial dialogue; compare viewpoints; challenge & stimulate deeper thought
Affective: Validate & convey our belief in them; help them recognize & appreciate their strengths & gifts
Reflective: Listen; provide feedback; use their work to scaffold others
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Constructivist Model for Instruction
Best practice applied to adults
Recognizes individual differences
Values process as well as product
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End thoughts: Constructivist model
INSTRUCTOR
Assumptions
Observation
Insights
Revision of guidance and instruction
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Guidance and Instruction: Product
Purpose: Audience: Structure: Evidence: Reflection:
developmental, evaluation, interview
clearly specified
reflects the purpose
carefully selected; suited to purpose
connects theory to practice –
past, present, and future
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Guidance and Instruction Steps
1. Define “portfolio” product
2. Content (re: standards or guidelines)
3. Process – how to get there
4. Packaging (print or electronic)
Product
the completed portfolio
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Guidance and Instruction: Structure Examples of frameworks that guide content
State standards for teacher credentialing
Learning outcomes established by a program
Objectives established for a course
Recommended checklist or outline
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Guidance and Instruction: Process
Collect: Select:
Connect:
Reflect: Project:
guidance on what to collect
exemplifies competence relative to
standards/guidelines
articulates connection between
artifact and standard or guideline
indicator of cognitive movement
the completed work
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Guidance and Instruction
Levels of Reflection
1Summary of facts limited reflection skills
TREES FOREST ECOSYSTEM
2More insightful reflection
3Sophisticated, multi-level reflection
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Guidance and Instruction
Level 1 Reflection Strategies(Summary of facts limited reflection skills)
TREES
• Group process to define “reflection”
• Framework with samples and discussion
• Guided practice and feedback
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Guidance and Instruction
Level 2 Reflection Strategies(More insightful reflection)
• Scaffolding by posing questions and probing for deeper insights
• Helping them identify areas needing improvement
FOREST
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Guidance and Instruction
Level 3 Reflection Strategies(Sophisticated, multi-level reflection)
•Listen
•Provide feedback
•Use their work to scaffold others
ECOSYSTEM
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Concrete operations Formal operations Post-formal operations
Guidance and Instruction
Reflection
Summary of facts to limited
reflection skills
More insightful reflection
Sophisticated, multi-level
reflection
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Guidance & Instruction: Packaging
Internal refers to the organization of the document – print or electronic
Table of Contents is a common feature of print and electronic versions that provides the map of the document
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Guidance & Instruction: Packaging
External refers to the container for the document – print or electronic
The mechanics for navigating print and electronic versions differ:
PrintDividers
Tabs
ElectronicScrolling
Links
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