FACULTY DEVELOPMENT AND DIVERSITY COMMITTEE Drs. Tom Barber, Dan Chen, Jim Meisel, Adam Segal December 7, 2010.

FACULTY DEVELOPMENT AND DIVERSITY COMMITTEE

Drs. Tom Barber, Dan Chen, Jim Meisel, Adam SegalDecember 7, 2010

Teaching Adult LearnersTeaching Adult Learners

Texting in the DarkTexting in the Dark

“Please sit down and make yourself comfortable. I’d like to start this session by reading to you two chapters from Up-To-Date.

“First slide, please...”

Adult Learners Prefer to…Adult Learners Prefer to…

Be actively involved in their learning


Look at Me – Do I Look at Me – Do I CareCare??

“Our discussion today isn't relevant to you, per se, but other people might find it interesting...”


Have a need to know what they're learning


You’re Not the Boss of Me!You’re Not the Boss of Me!

“While I know we've never met and I don't know much about your education, training, needs or expectations, I do know what's best for you based on my personal experience 20 years ago…”


Set their own learning objectives

(encourages active involvement)


Can My Head Remember Can My Head Remember All of This? I Think, Not.All of This? I Think, Not.

Tell ‘em what you're going to tell them. Tell ‘em. Then tell ‘em what you told them.

Consider using a blue slide-master in PowerPoint.

For slides, maximum 7 words per line, 7 lines per slide.

The key to success in small group discussions: Active participation

There are ways to work with the “Withdrawer,” the “Talker,” the “Aggressor,” and the “Trickster” in small group discussions


Learn concepts

rather than disparate facts


I’ll Just Look It Up When I Need ItI’ll Just Look It Up When I Need It

“We are going to cover a vast amount of material in Anatomy (or Pharmacology or

Microbiology or My Specialty).

“I know you’ll find this information useful in the future…”


Be able to apply what they've learned soon after learning it


How ‘bout I Just Flip a Coin?How ‘bout I Just Flip a Coin?

“I will…

• Assume you know my expectations

• Feel angry when you fail to meet those expectations

• Wait until it's too late to tell you what you could have done better; and

• Make you guess whether you did something correctly.”


Get feedback on their performance


It’s Like Mispronouncing Your It’s Like Mispronouncing Your Favorite WordFavorite Word

“I’d be chagrined to learn that you’d love to learn from me…were it not for my rapid speech (or cultural references or high-

level comments or accent or lack of feedback or running late or boring

handouts or….).

“But don’t tell me.”


Learn from their teaching experiences

1. Be actively involved in their learning

2. Have a need to know what they're learning

3. Set their own learning objectives

4. Learn concepts rather than disparate facts

5. Be able to apply what they've learned soon after learning it

6. Get feedback on their performance

7. Learn from their teaching experiences


FACULTY DEVELOPMENT AND DIVERSITY COMMITTEE Drs. Tom Barber, Dan Chen, Jim Meisel, Adam Segal December 7, 2010.

Documents

performance slide

future slide

theyre learning slide

teaching adult learners

active involvement slide

blue slidemaster

learning objectives

small group discussions