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From Telling to Teaching. A Dialogue Approach to Adult Learning. Karen Sherbondy, RD., LD. Different teaching method. Learner-centered education Hands-on activities Participants actively engaged in learning. Learner-centered education (LCE) .

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from telling to teaching

From Telling to Teaching

A Dialogue Approach to Adult Learning

Karen Sherbondy, RD., LD.

different teaching method
Different teaching method
  • Learner-centered education
  • Hands-on activities
  • Participants actively engaged

in learning

learner centered education lce
Learner-centered education (LCE)
  • Teaching that involves active participation of the leader and the learner
  • Gets all involved and centered on the learning
  • Sharing and comparing experiences of the learners
  • Creates a safe environment for learners to consider changing behaviors
lce is
  • About the learner
  • About what the learner needs to do to remain engaged and excited
  • Structure within the flow of discussion and exchange of ideas
lce is not
  • About the educator
  • Lectures with activities added
  • Based on a pre-written script
laying the foundation
Laying the foundation

Reinforce learning

Partner interactions

Open questions

Learning style preferences

Activate prior learning

Setting the learning environment

adult learning principles
Adult learning principles
  • Environment
    • Safe
    • Respectful
    • Work in small groups
  • Information
    • Personally relevant
    • Immediately useful
  • Style
    • Engaging
    • Open-ended questions
    • Remember learning styles
activate prior learning and experience
Activate prior learning and experience
  • Why do we activate prior learning?
    • Link new information to what already know
learning style preferences
Learning style preferences




do it all
Do it all
  • Incorporate all learning styles into your teaching
      • Hear it
      • Write it
      • Do it
      • Say it
open questions
Open questions
  • Allow for conversation
  • Let learner reflect and make personal meaning of new information
  • What do open-ended questions sound like?
  • You are presenting a lesson about sweetened beverages to a group of new mothers
  • Traditional closed-ended question:
    • Is there any problem with your child drinking soda pop when he/she asks for one?
open ended questions
Open-ended questions
  • Find out if learner recognizes there is a problem
    • What are some of the problems in giving your child soda pop whenever he/she asks for it?
  • Find out if learner has any concerns about the issue
    • What concerns you about your child drinking sweetened drinks?
  • Find out learner’s level of confidence in making changes
    • Which ideas make you believe you could give your child water instead of soda pop?

Trio talks

Table chats


Partner interactions

reinforce the learning
Reinforce the learning
  • How can your learners review information in fun, yet meaningful ways?
  • How can you improve the odds that they will use the information or skill after they leave you?
learner centered approach
Learner-centered approach
  • Balance between meeting learner’s need while providing valuable information
who s the expert
Who’s the expert?
  • Educator is the expert in information and the experiences of others
  • Client is the expert in his/her behavior and life
dialogue approach
Dialogue approach
  • The delivery of new information combined with opportunities for learners to do something with it
    • Open question and responses
    • Conversation
    • Learners decide the meaning of new information and importance to them
  • What is to be taught?
  • What do participants need to know or know how to do?
  • Decide what to leave in and what to

leave out!

  • We should be teaching half

as much in twice the time

  • Let go of content!
what will the learner do with the content
What will the learner do with the content?
  • Link content to an achievement objective
    • Information they need
    • What they will do with information
    • How it will happen
  • How will the session be designed so that the learners will achieve the objectives?
learning tasks
Learning Tasks
  • Anchor
  • Add
  • Apply
  • Away
  • Ground the topic in the learners’ lives
  • Provide new information
  • Have learners do something with the information
  • Allow learners to move the information into the future
the power of the visual
The power of the visual
  • Why use visuals?
    • Help learners by adding graphic organizers
facilitation skills
Facilitation skills
  • Waiting
  • Affirming
  • Weaving
our goal
Our goal

Invite learners to make meaning and form new ideas, skills and behaviors to fit into their own context

our role
Our role

To teach, not to tell


An interactive

adult curriculum