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The Science of Adult Learning
Transcript of The Science of Adult Learning
Definitions and illustrations of the theories:
- The Cognitive Domain-
- Bloom’s Taxonomy- http://www.businessballs.com/bloomstaxonomyoflearningdomains.htm
- Multiple Intelligence-
- Howard Gardner- http://www.businessballs.com/howardgardnermultipleintelligences.htm
Theory to Practice- Strategic Plan to Operationalizing
Integration and braiding into the strategic plan of the organization based on the people in it and how relationship advances the strength of accomplishing the tasks-
The Four Pillars of Leadership
- Innovation in Education
-Theory to Practice (Contextualizing Learning)
- Data drives decisions
- Cultural Diversity within the society (the agency and related partners)
- Introduction of: 3 20/20/20 sessions
Knowledge- Foundation Principles for Learning:
- Pedagogy/Andragogy/Heutagogy- This discussion will engage participants in a dialogue about defining these principles regarding how people learn, from early childhood to adults
- Foundation of Knowledge- Through large group feedback, a sharing of how the value of these cognitive domains in human planes of growth lend to building relationship for successful learning- the Biological, physical, emotional, social, and intellectual developmental needs call "Cognition".
Sessions : First 20/20/20
Establishing Communication, Program, & Operation Goals:
1/20- Data Points that build strategies for planning and assessment
Developing a base line of learning potential
Content Delivery addressing goals and objectives
Assessment variation that encompasses quantitative and qualitative results that capture the overarching value of the learning environment
by Dr. Norman Lorenz
Building Success from Within Across the Human Planes of Growth
The Science of Adult Learning:
The Science of Adult Learning
Principles of Learning from Student Learner to Adult and Beyond into Careers
“Knowledge is power” (Bacon, 1597). This lecture/seminar describes the value of learning as it relates to building and founding knowledge and the processes used in moving knowledge from theory to practice. Using Dr. Montessori’s methodology as tenets to understanding, are key while coaching comprehension and application skills in order to implement learning across the classroom, within the family, and into the career and work place.
Conversations and group work will be modeled around methods and practices while offering participants the capacity and vision to analyze how learning occurs for students and the transformation that takes place as we grow into adulthood and practice these forms of learning toward the match to our career path. As educational visionaries, a demonstration of how education connects us to life’s work through relational learning interactions between student learners and adults become our outcomes.
Thinking styles and learning modalities are the core of "Knowledge" (Bloom, 1956). They relate to the human’s planes of growth, biological, physical, emotional, social, and cognitive (academic). Comprehension, application, analysis, synthesis, and assessment (evaluation) offer judgment around worthy information and how people learn and use it.
Multiple intelligences exists to receive the information in ways that makes learning more revolutionary. This practice is known as Multiple Intelligence, (Gardner, 1983). The day will offer ways to look at learning from a scientific perspective and model it in practice for a more effective institution.
The Science of Learning:
1/20- Goals & presenter role
- lead ins...
2/20- Review tabletop activities, facilitator/recorder/presenter
3/20- Review full group goals, facilitator creates opportunity for networking across tabletop & examples of application
- Use of this model will allow for small groups to individualize information and share it back through verbal communication and digital availability (ownership)
- EdCamp Model- Organic, participant-driven professional learning experiences created by educators, for educators,
- The value of knowledge is power. For all concerned across the hierarchy of human communication, knowledge resides in foundation principles (first 20), application (second 20), and how to evaluate and communicate their implementation (third 20).
2/20- Table Top activities using applications above as they relate to building these learning values:
- What is data telling us?
- What are your program needs?
- What are the community needs?
- Establishing Goals
- Developing Strategies from goals
- Training and technical assistance offerings
- What resources are needed?
- Who is responsible?
- How do you get buy-in?
- How will you know when your goal is achieved?
to share outcomes
Learning Outcome #1- Deepen knowledge of data sources for establishing communication goals.
Learning Outcome #2- Enhancement and sustainability of Community Partnerships as related to program goals and objectives
Learning Outcome #3- Gain new strategies related to ongoing adult development and learning as it relates to individual and organizational goals and practiced applications.
Learning Outcome #4- Learn from peers on new approaches to planning high impact developmental relatable activities.
“The book referenced for these learning communities is intended for anyone interested in understanding more about how individuals learn and in applying this information to improve instruction and overall learning. This includes—but is not limited to—faculty members, graduate students, faculty developers, instructional designers, and librarians. It also includes EC–12 educators. In addition, the principles outlined are valuable for instruction at all experiencial levels. They can help new and inexperienced instructors understand the components of effective course design and classroom and learning pedagogies.”
Building the Learning Community – Outcomes & Next Steps
Ambrose, et.al. (2010). How learning works : seven research-based principles for smart teaching Ambrose, Susan A.; Bridges, Michael W.; DiPietro, Michele; Lovett, Marsha C.; Norman, Marie K. (2010-04-16). How Learning Works: Seven Research-Based Principles for Smart Teaching (Desktop Editions) . Wiley. Kindle Edition.
Bloom, Benjamin, (1956). Bloom’s Taxonomy of the Cognitive Domain, http://www.businessballs.com/bloomstaxonomyoflearningdomains.htm.
Gardner, Howard, (1983). Frames of Mind, http://www.businessballs.com/howardgardnermultipleintelligences.htm.
Lorenz, (2014). A case study of the Montessori pedagogical instructional principles and Implications for community college course graduates and their career paths, UC Davis.
Wesch, Michael, (2010. From Knowledgeable to Knowledge-Able. TEDx Talks.
EdCamp Model- http://www.edcamp.org/
How Learning Works
Building Learning Communities
1- Prior Knowledge & Learning
Knowledge Organization & Learning
3- Motivational Factors & Learning
4- Developmental Mastery & Learning
5- Enhanced Learning through Practice & Feedback
6- Environment and Human Development Climate &
7- Self-Directed Learning
Professional Development, Teaching, Learning, & Service Strategies
Individuality & Community
Importance of Technology
Valued Based Professional Development
Fidelity of Program & Use of Data
All the world's a stage, and all the men and women merely players: they have their exits and their entrances; and one man in his time plays many parts, his acts being seven ages.
Education is not merely preparation for life; education is life itself.
Maria Montessori & John Dewey
"A lot of what we see depends mainly on what we're looking for." Sir John Lubbock
Michael Wesch, Knowledgeable- Knowledge-Able
Theory of Change