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Effective Instructional Strategies and Technologies for Adult Learning Online Class Session for Class 2 February 9, 2010. Class Session Agenda. Review agenda Snow poll Introduce toolkit and wiki Cooperative learning presentation Introduce teams
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Effective Instructional Strategies and Technologies for Adult Learning Online Class Session for Class 2February 9, 2010
Class Session Agenda • Review agenda • Snow poll • Introduce toolkit and wiki • Cooperative learning presentation • Introduce teams • Review of asynchronous team building activities • Learning contract and project discussion
Class Toolkit of Instructional Strategies and Techniques http://teachingadults.pbworks.com
Toolkit Directions 1. Identify your assigned role for the week, if applicable. If you are the Facilitator, you are responsible for starting the team’s discussion for the week.
Toolkit Directions 2. In the ELC, discuss the instructional techniques and tools used in the session with your team members in your team discussion forum. Discuss your reactions and take-aways from the class. Contribute at least two postings to this discussion by midnight, Saturday.
Toolkit Directions 3. The Facilitator will contribute at least one instructional technique or technology to the class toolkit (wiki) based on the team’s discussion. The team’s toolkit contribution is due before class on Tuesday.
Toolkit entries should include: • A title • A brief description of the instructional technique or technology and its purpose (Why or when would you use it?) • A step-by-step description of how to implement the instructional technique or technology in instruction • Resources or materials to support the use of the instructional strategy or technology (e.g., handout, URL) • Any relevant notes if needed
What were the characteristics? How did it feel? Did it help you to maintain an interest in remaining in that community?
Read and reflect... Sergiovanni, 1994 “Working with teams in a learning community eliminates isolation. Your frustration is less because you have colleagues to talk with. You have a place to turn with your teaching problems. The stress is less, the strain is less. And whether you are an adequate teacher or a superior one, you have an opportunity to get better because you can draw on the talent of more experienced teachers.”
“Teams are a very strong backup -- if a teacher has personal problems and feels that she can’t work as well as she previously had, the team often says, ‘Relax, we’ll do some of your work for a time.’”
Groups of autonomous individuals sharing ideas and engaged in influencing each other within a learning process. (Kowch and Schwier, 1997)
What learning communities can provide (Lieberman, 1996) • 1. Networks provide an atmosphere of trust and support. • 2. Teachers can access “just in time” learning. • 3. Teachers can grapple with problems in greater depth and complexity. • 4. Networks allow teachers to be exposed to peers and colleagues in similar settings.
What learning communities can provide (Lieberman, 1996) • 5. Networks can be responsive to the needs of the participants, providing a developmental approach to adult learning. • 6. Through network activities, compliance is replaced with empowered problem solving. • 7. Network leaders can create “public spaces” for collaboration, free of the boundaries of a particular organization. • 8. Leadership can be distributed within a network.
What it looks like (Levine, 1997) • Teachers engaged in on-going study groups, ad hoc problem-solving sessions, and in research teams and documentation groups. • Groups of teachers and administrators making decisions together about instructional programs on the basis of these research efforts.
What it looks like (Levine, 1997) • Teacher evaluation and assessment procedures that value expert knowledge, collegiality, and inquiry. • Novice teachers with real responsibilities. • Teachers frequently observing each other’s classrooms and talking about what they see. • Relationships built on trust.
Characteristics of professional learning communities (DuFour and Eaker, 1998) • Shared mission, vision, and values. • Collective inquiry. • Collaborative teams. • Action orientation and experimentation. • Continuous improvement. • Results orientation.
Benefits of using a Learning Community • Learning Communities foster an atmosphere of trust an support among users. (Lieberman, 1996) • Learning Communities allow teachers to be exposed to peers and colleagues in similar settings. (Lieberman, 1996) • Learning Communities can be immediately responsive to the needs of the participants, providing a developmental approach to adult learning. (Lieberman, 1996)
Benefits of using a Learning Community • Teachers can access “just in time” learning.(Lieberman, 1996) • Learning Community Managers can create “public spaces” for collaboration, free of the boundaries of a particular organization. (Lieberman, 1996) • Leadership can be distributed within the Learning Community. (Lieberman, 1996)
Cooperative Learning Major Developers • Johnson & Johnson Principles • Slavin Models • Kagan Structures • Cohen Treatments and Tasks • The CTE team Implementation
Basic Components • Small Heterogeneous Teams • Positive Interdependence • Individual Accountability
Creating an environment that nurtures : • Face to Face Promotive Interactions • Interpersonal and Small Group Skills • Group Processing • Equal Opportunity for Success • Status Equality
Heterogeneous Teams • All agree that there are multiple benefits to learning in teams.
Positive Interdependence • Participants understand that they need each other. (“sink or swim together”)
Structuring for Positive Interdependence • Shared identity and pride • Team goal setting • Team recognition (awards) • Shared tasks • Shared resources • Assigned roles • External threat
Individual Accountability • Every student’s performance is frequently assessed.
Face to Face Promotive Interactions • Teammates promote each other’s learning through helping, sharing, encouraging, and elaborating. Students explain, discuss and tutor each other. • All students respond and help each other.
Interpersonal and Small Group Skills Teachers teach needed teaming skills: • decision-making • listening • elaboration • conflict management
Group Processing • Teams frequently reflect on and discuss how well they are achieving their goals and maintaining effective relations.
Equal Opportunity for Success • All students have an equal opportunity to contribute to their team. - Slavin, 1990
Status Equality • All students are viewed as making important and valued contributions to the team. - Cohen, 1994
Benefits • Increased Achievement for all students. • Increased retention. • More frequent higher levels of processing and critical thinking. • Increased levels of student engagement. • Decreased disruptive behaviors. • Greater levels of motivation toward achievement. • Increased understanding of social perspectives. • Heightened levels of positive peer relations.
Benefits • Increased acceptance of peers regardless of sex, SES, race, culture or disability. • Greater mutual support of and concern for others. • More positive attitudes toward peers, principals and teachers. • More positive attitudes towards subjects, learning and school. • Greater psychological health. • More positive self acceptance. • Increased social skills. • Greater internal locus of control. • Less learned helplessness.
Bonus Benefits for High Achievers • More frequent Opportunities for: - Cognitive rehearsal. - Deep levels of processing. - Establishing mutual friendships among diverse groups of people. - Practicing collaborative skills: • Leadership • Communication • Listening • Decision-making • Conflict resolution
Cooperative Learning Teams: What’s the Difference? Cooperative Learning Teams vs Traditional Learning Groups - Positive Interdependence - No Interdependence - Individual Accountability - No Individual Accountability - Heterogeneity - Homogeneity - Shared Leadership - Appointed Hierarchy - Task and Relation Emphasis - Task only focus - Social Skills Taught as Needed - Social Skills Assumed - Teacher Monitoring and Intervention - No or Little Teacher Monitoring - Group Processing and Reflection - No Group Processing * Johnson & Johnson, 1991
Research Findings • Increased academic achievement • Improved mutual concerns • Improved engagement • Greater acceptance of individuals with disabilities • Improved conflict management skills • Improved communication skills
Roles and Responsibilities for Team Members • Facilitator: This person will anchor the content for the toolkit this week. • Coach: This person will provide support to boost team morale and ensure the team is working positively and effectively. • Resource Manager: This person will help facilitate creative ways to use e-learning tools and locate additional resources to support team activities.
TEAMWORK Asynchronous Teambuilding Activities
Learning Contract and Independent Project You will propose a learning contract with the instructors and will then collaborate with the instructors to finalize your plan. Your learning contract should have the following components: • A description of your project • What you will learn by the completion of your project (outcomes) • A rationale for the project based on a self-assessment (administered in the first week of class)
Learning Contract and Independent Project • The time period for project completion • The activities that you will complete to meet the outcomes • How you will assess your own learning (e.g., create your own scoring tool or list of criteria for evaluating your work) • How the instructors will assess your learning, including the scoring tool/criteria and what you will submit for evaluation (e.g., products, artifacts, materials, paper, reflection, etc.)
