As the book wraps up, Norris addresses the power of visual processing and how visual reminders can aid in the learning process. One example that I appreciated (because it SO applies to me), is that we often recognize someone's face (if we haven't seen them for a while) but the name eludes us at times. I am SO bad with names but I will recognize a face in a minute! Norris states that this is because our brains contain such a strong visual processor.
To use this strength, Norris suggests utilizing color and shape in learning opportunities. Norris provides illustrations of a square, diamond, octagon, triangle, cube, trapezoid, pentagon, star and other two dimensional shapes.
I like the idea of incorporating shapes and color into graphic organizers to assist learners as well as the educator. I'm not too fond of Norris' examples but she gets her point across.
One more chapter left. Norris starts the chapter off with a wonderful quote that I can't wait to share!
Sunday, July 31, 2011
Monday, July 25, 2011
Dawn's Explorations on Providing Experience and Provoking Reflection in the Classroom: Chapter 9- Conclusions
Saving this for future reference....
Dawn's Explorations on Providing Experience and Provoking Reflection in the Classroom: Chapter 9- Conclusions: "Teaching with Your Mouth Shut, by Donald L. Finkel Chapter 9- Conclusion: Providing Experience, Provoking Reflection Key Points: “Teaching w..."
Dawn's Explorations on Providing Experience and Provoking Reflection in the Classroom: Chapter 9- Conclusions: "Teaching with Your Mouth Shut, by Donald L. Finkel Chapter 9- Conclusion: Providing Experience, Provoking Reflection Key Points: “Teaching w..."
Saturday, July 23, 2011
Seven Planning Steps - That Will Change Your Life - Parts 1 and 2
Norris presents seven steps that have been presented to change one's life. The steps are a detailed plan or design plan to approach learning with the learners. Norris states that these steps can be shared with the participants if so desired but it is not necessary. These steps include:
1. WHO - This was discussed in the previous posting but Norris continues in chapter nine to state that the who (participants) are important as the instructor/facilitator must understand his/her participants. Norris states that the instructor/facilitator must include oneself in the who.
2. WHY - The why is understanding the learner centered versus teacher centered approach. Instructors must approach the learning situation in terms of what the learner needds and wants, not what you as the instructor needs or wants.
3. WHEN - This includes the logistics of the program - date, time, length, etc. Is this a series or a one time program.
4. WHERE - The where includes more than just the location but also the space - tables, furniture, design/arrangement of the room.
5. WHAT - The instructor asks at this point - "What is to be taught?" What skills and knowledge are you wanting the participants to grasp? Also included in the what is also the sequence of what will be learned. When looking at the sequence, it is important to arrange it in a way that is best for the learners. To bring it full circle, you must know your participants in order to accomplish this.
6. STORYBOARD - The storyboard is essentially a sequence of events that is visually laid out with the aid of post-it notes that reflect the content of the information to be presented to learners. The storyboard allows one to look at what they are presenting (within the who, what, when, where, etc. format) and avoid what Norris states as attempting to present "too much information" with "too little time". It is essentially a way of organizing one's thoughts and course content.
7. WHAT FOR... - Norris credits the phrase "what for" to Dr. Vella. Essentially, this statement asks what the learners will do with the information. Norris breaks this step down by saying, "This is the information they need.l This is what they will do with the information and this is how that will happen" (p. 82).
1. WHO - This was discussed in the previous posting but Norris continues in chapter nine to state that the who (participants) are important as the instructor/facilitator must understand his/her participants. Norris states that the instructor/facilitator must include oneself in the who.
2. WHY - The why is understanding the learner centered versus teacher centered approach. Instructors must approach the learning situation in terms of what the learner needds and wants, not what you as the instructor needs or wants.
3. WHEN - This includes the logistics of the program - date, time, length, etc. Is this a series or a one time program.
4. WHERE - The where includes more than just the location but also the space - tables, furniture, design/arrangement of the room.
5. WHAT - The instructor asks at this point - "What is to be taught?" What skills and knowledge are you wanting the participants to grasp? Also included in the what is also the sequence of what will be learned. When looking at the sequence, it is important to arrange it in a way that is best for the learners. To bring it full circle, you must know your participants in order to accomplish this.
6. STORYBOARD - The storyboard is essentially a sequence of events that is visually laid out with the aid of post-it notes that reflect the content of the information to be presented to learners. The storyboard allows one to look at what they are presenting (within the who, what, when, where, etc. format) and avoid what Norris states as attempting to present "too much information" with "too little time". It is essentially a way of organizing one's thoughts and course content.
7. WHAT FOR... - Norris credits the phrase "what for" to Dr. Vella. Essentially, this statement asks what the learners will do with the information. Norris breaks this step down by saying, "This is the information they need.l This is what they will do with the information and this is how that will happen" (p. 82).
Saturday, July 16, 2011
The New ASO approach....
I was not too impressed with Chapter 7 which is the last chapter in Part I of the book. It really seemed to repeat what had already been expressed in the first 6 chapters. One thing about me, I hate repetition. I'm a say it once, get to the point and move on type of girl. So, hopefully Norris will not repeat herself too often in this book.
In Chapter 8, Norris looks at adult education through a teacher-centered and learner-centered approach.
Learner-centered - balance of meeting the learner's needs while providing valuable information at the same time.
According to Norris, "The teacher-centered approach says, "This is what I need to do to teach this concept. The teacher of a learner-centered approach says, "This is what they need to do to learn this concept."
(p. 60)
The way that Norris outlines the teacher versus learner-centered approach is one that comes with experience. When teaching my first parent education course, I was in no way thinking of what they needed to do to learn the concepts. I was thinking about me and what I needed to teach and how to teach it. But as a novice, I don't think this is an uncommon approach.
Norris mentions Vella when describing how to conduct a learning needs resource assessment. Essentially, this is taking the "pulse" of your learners. There are 3 steps that Vella mentions in her book: Learning to Listen, Learning to Teach.
Ask, Study, Observe
Ask
Compose a list of a few questions (my opinion is no more than 5-7) and email them to your participants to get a feel of who they are and what they already know and concerns or questions they may have. Norris mentions that this need not be sent to every prospective participant but just a sample. My suggestion would be a random sampling.
When the participants reply, follow up with an email that speaks to their concerns or answers one of their questions. Norris says that it is okay if you don't receive a response from everyone.
Study
Understand your audience. If you are providing a training to sports therapist, Norris suggests reading up on their field and their general understandings. Maybe look into a current trend or shift in their field.
Observe
So that participants feel that you are connected to them, Norris suggests observing their day, their work environment, understanding their language so that you can speak it as well. This allows you to connect with your audience, design the training around what is applicable and relevant to them and for them to feel a connection with you.
This is certainly a new way of approaching a needs assessment in a way that I had not considered. I have done the personal invitations and phone calls/emails to remind but this is a whole new take on things. Also, it is comforting to know that the expectation is not for every participant to be contacted as that can seem a bit overwhelming. Whether the group is large or small, these are ideas that can be reasonably applied.
In Chapter 8, Norris looks at adult education through a teacher-centered and learner-centered approach.
Learner-centered - balance of meeting the learner's needs while providing valuable information at the same time.
According to Norris, "The teacher-centered approach says, "This is what I need to do to teach this concept. The teacher of a learner-centered approach says, "This is what they need to do to learn this concept."
(p. 60)
The way that Norris outlines the teacher versus learner-centered approach is one that comes with experience. When teaching my first parent education course, I was in no way thinking of what they needed to do to learn the concepts. I was thinking about me and what I needed to teach and how to teach it. But as a novice, I don't think this is an uncommon approach.
Norris mentions Vella when describing how to conduct a learning needs resource assessment. Essentially, this is taking the "pulse" of your learners. There are 3 steps that Vella mentions in her book: Learning to Listen, Learning to Teach.
Ask, Study, Observe
Ask
Compose a list of a few questions (my opinion is no more than 5-7) and email them to your participants to get a feel of who they are and what they already know and concerns or questions they may have. Norris mentions that this need not be sent to every prospective participant but just a sample. My suggestion would be a random sampling.
When the participants reply, follow up with an email that speaks to their concerns or answers one of their questions. Norris says that it is okay if you don't receive a response from everyone.
Study
Understand your audience. If you are providing a training to sports therapist, Norris suggests reading up on their field and their general understandings. Maybe look into a current trend or shift in their field.
Observe
So that participants feel that you are connected to them, Norris suggests observing their day, their work environment, understanding their language so that you can speak it as well. This allows you to connect with your audience, design the training around what is applicable and relevant to them and for them to feel a connection with you.
This is certainly a new way of approaching a needs assessment in a way that I had not considered. I have done the personal invitations and phone calls/emails to remind but this is a whole new take on things. Also, it is comforting to know that the expectation is not for every participant to be contacted as that can seem a bit overwhelming. Whether the group is large or small, these are ideas that can be reasonably applied.
Wednesday, July 13, 2011
Partnership Ideas
Okay, so I'm a few days late but better late than never!
Here are some great partner ideas from No-rris.
1. Howdy and a Quote - Give each person a quote (the quote is related to the topic of your presentation/workshop). Have each participant state their name, quote and talk about the quote. Norris' quote at a workshop was, "Education is not the filling of a pail, but the lighting of a fire." If you were provided this quote, what meaning would it have for you?
2. Partner Interview - Instructor develops 2 or 3 questions for partnerships to ask a partner.
3. Sentence Completion - Instructor provides sentence starters to a group then the partnership completes them.
4. Verbal List and Share - Verbally list something with a partner. Example - Describe to your partner 5 places that you would like to visit. The partner listens and then shares his/her list. Norris asks people to verbally list for at least 1 minute.
Think about these partnership ideas and the benefits they would bring to a learning situation.
In EDAE 620 (for those who have not yet taken this course) we discussed ice breakers to use with adult learners. My opinion was that I do not like ice breakers typically because they are useless, a waste of time and have nothing to do with what the class is about. In contrast, the ideas that Norris writes about can be used as "ice breakers" and be beneficial and relevant to the class. These ideas are multi-purposeful which is great!
Here are some great partner ideas from No-rris.
1. Howdy and a Quote - Give each person a quote (the quote is related to the topic of your presentation/workshop). Have each participant state their name, quote and talk about the quote. Norris' quote at a workshop was, "Education is not the filling of a pail, but the lighting of a fire." If you were provided this quote, what meaning would it have for you?
2. Partner Interview - Instructor develops 2 or 3 questions for partnerships to ask a partner.
3. Sentence Completion - Instructor provides sentence starters to a group then the partnership completes them.
4. Verbal List and Share - Verbally list something with a partner. Example - Describe to your partner 5 places that you would like to visit. The partner listens and then shares his/her list. Norris asks people to verbally list for at least 1 minute.
Think about these partnership ideas and the benefits they would bring to a learning situation.
In EDAE 620 (for those who have not yet taken this course) we discussed ice breakers to use with adult learners. My opinion was that I do not like ice breakers typically because they are useless, a waste of time and have nothing to do with what the class is about. In contrast, the ideas that Norris writes about can be used as "ice breakers" and be beneficial and relevant to the class. These ideas are multi-purposeful which is great!
Saturday, July 9, 2011
Don't Steal Their Learning!
In Chapter 5, Norris notes 4 types of questions. Some may be familiar, others not as much.
1. Closed questions - These are questions that require a yes or no answer. While learning to be a therapist, we were instructed to use as few closed questions as possible. Ex. Did you mean to throw your husband down the stairs?
2. Recall questions - These questions test memory. Most of us may be familar with these types of questions from our own K-12 education. These are the questions that require students to seek the teacher's answers (as discussed in the previous posting). Ex. Who can tell me 3 details about the scientific revolution?
3. Information questions - These are questions that seek information from the student. Ex. What made you choose to go back to school?
4. Open questions - These questions require deeper thinking. These questions typically begin with who, what, when, where, why and how.
Jane Vella stated, "Joye, don't steal their learning!" What did Jane mean by this? Norris states that she was observed asking many closed and recall questions that did not challenge the students. These types of questions assume that the learners can't go deeper. Vella encouraged Norris to energize the minds of her students by asking open ended questions.
Tomorrow, more to come on the Power of Partnerships from Chapter 6. Norris gives us some great partner ideas!
1. Closed questions - These are questions that require a yes or no answer. While learning to be a therapist, we were instructed to use as few closed questions as possible. Ex. Did you mean to throw your husband down the stairs?
2. Recall questions - These questions test memory. Most of us may be familar with these types of questions from our own K-12 education. These are the questions that require students to seek the teacher's answers (as discussed in the previous posting). Ex. Who can tell me 3 details about the scientific revolution?
3. Information questions - These are questions that seek information from the student. Ex. What made you choose to go back to school?
4. Open questions - These questions require deeper thinking. These questions typically begin with who, what, when, where, why and how.
Jane Vella stated, "Joye, don't steal their learning!" What did Jane mean by this? Norris states that she was observed asking many closed and recall questions that did not challenge the students. These types of questions assume that the learners can't go deeper. Vella encouraged Norris to energize the minds of her students by asking open ended questions.
Tomorrow, more to come on the Power of Partnerships from Chapter 6. Norris gives us some great partner ideas!
Sunday, July 3, 2011
Oh boy do I have A LOT of changes to make!
Here are some highlights from these chapters which I found very interesting!
Primacy and Recency principles - Primacy principal basically states that we remember most what is stated at the beginning of anything - presentation, speech, lecture, class, etc. Norris urges us to not waste this time.
The recency principle states that we should close with strength. This is also a remembered time and also should not be wasted.
One of the concepts I remember from my speech comm. classes was to keep points to three because most likely that would be all that people would remember. If they didn't remember all three they would at least remember the first and the last.
Learning Modalities -
60% of people learn through seeing
25% of people learn through kinesthetics
15% of people learn through listening
What's more, Norris states that after 24 hours, we will remember:
10% of what we hear
30% of whyat we see
50% of what we are shown through demonstration
70% of what we do through an exercise
90% of what we do a through an exercise and discussing it
Are we being as effective as we could be?
After reading these chapters I considered that there are tons of changes that I can make and will make!
Primacy and Recency principles - Primacy principal basically states that we remember most what is stated at the beginning of anything - presentation, speech, lecture, class, etc. Norris urges us to not waste this time.
The recency principle states that we should close with strength. This is also a remembered time and also should not be wasted.
One of the concepts I remember from my speech comm. classes was to keep points to three because most likely that would be all that people would remember. If they didn't remember all three they would at least remember the first and the last.
Learning Modalities -
60% of people learn through seeing
25% of people learn through kinesthetics
15% of people learn through listening
What's more, Norris states that after 24 hours, we will remember:
10% of what we hear
30% of whyat we see
50% of what we are shown through demonstration
70% of what we do through an exercise
90% of what we do a through an exercise and discussing it
Are we being as effective as we could be?
After reading these chapters I considered that there are tons of changes that I can make and will make!
Monday, June 27, 2011
Setting the Stage
Have you ever walked into a learning environment and just knew that it was going to be a positive experience? Likewise, have you walked into a learning environment and thought it was going to be the longest few hours of your life? How the educator sets the stage for learning creates either a positive or negative (perhaps at times neutral) environment for the learner. Norris provides several relevant and effective ideas to create a positive environment such as having round tables so that learners can see each other, playing music, providing name tags, providing a welcome sign and having table decor available.
One thing that Norris mentioned that is kind of taboo is welcoming latecomers. I have been to many formal and informal learning environments, conferences, meetings, etc. where if someone late comes in the person speaking or presenting may let out a loud sigh or huff or participants give eye daggered looks. Norris states that by welcoming latecomers it sets a stage for learner safety. In essence it creates an environment where people feel safe and welcomed. This (feeling of safety) inevitably will transfer into other areas of learning.
"Remember, when you ask open questions, your learners don't have to seek and find your answer - they find their own" (Norris, 2003, p. 20). How many times in school (K-12 and undergrad) has your instructor encouraged you to find your own answer? Often, there is a right or wrong answer and the instructor is looking for you to give it to them. I have even said in class something along the lines of, "you're on the right track, but that's not exactly what I was looking for." Norris states that these kind of statements make learning about the instructor and less about the learner. We should be encouraging students to create their own learning experiences instead of searching for our answers. I have to say that this concept will be very difficult for me to incorporate because I see things as being very black and white, so to me there are right and wrong answers. There are areas for gray and I'm hoping to find more of them.
One thing that Norris mentioned that is kind of taboo is welcoming latecomers. I have been to many formal and informal learning environments, conferences, meetings, etc. where if someone late comes in the person speaking or presenting may let out a loud sigh or huff or participants give eye daggered looks. Norris states that by welcoming latecomers it sets a stage for learner safety. In essence it creates an environment where people feel safe and welcomed. This (feeling of safety) inevitably will transfer into other areas of learning.
"Remember, when you ask open questions, your learners don't have to seek and find your answer - they find their own" (Norris, 2003, p. 20). How many times in school (K-12 and undergrad) has your instructor encouraged you to find your own answer? Often, there is a right or wrong answer and the instructor is looking for you to give it to them. I have even said in class something along the lines of, "you're on the right track, but that's not exactly what I was looking for." Norris states that these kind of statements make learning about the instructor and less about the learner. We should be encouraging students to create their own learning experiences instead of searching for our answers. I have to say that this concept will be very difficult for me to incorporate because I see things as being very black and white, so to me there are right and wrong answers. There are areas for gray and I'm hoping to find more of them.
Saturday, June 25, 2011
New Learnings
The first two chapters of the book, From Telling to Teaching, have been very interesting as it puts on paper things teachers should know, and do know but don't always do - at least not consistently. When reading it, there were things that I have done, others that I have not and others that I did once but should have maintained.
The Dialogue Approach
Norris speaks about how in essence people communicate with others the way they want to be communicated with. In terms of teachers, they teach the way they like to be taught. As a therapist, this made me think about communication with couples. A wife communicates with her husband the way that she wants to be communicated with and vise versa. My husband repeats things to me constantly because he needs repetition. I say something once, expect that you heard and listened and it need not be repeated again. Just like in marriage, we cannot always communicate with others the way we prefer communication to occur. We have to make that shift. If we as educators know that discussion and small group work is what is most effective, we need to incorporate that even if it is not our preference. Small group and discussion lead to more of a dialogue than lectures (which is how I love to learn and love to teach).
Personally, it will be a real paradigm shift for me to incorporate more activity into my teaching. I am very guilty of teaching how I like to learn. As many of you know, I am earning a Linguistically Diverse Educator certificate through Regis University concurrently with the CSU classes and this semester (Sat. classes - yuck!) have been devoted to learning through sheltered instruction - small group discussions, lot of scaffolding, visual supports, etc. I have to tell you, it is a lot more work on the part of the educator and requires ulitmate engagement from the student.
The Dialogue Approach
Norris speaks about how in essence people communicate with others the way they want to be communicated with. In terms of teachers, they teach the way they like to be taught. As a therapist, this made me think about communication with couples. A wife communicates with her husband the way that she wants to be communicated with and vise versa. My husband repeats things to me constantly because he needs repetition. I say something once, expect that you heard and listened and it need not be repeated again. Just like in marriage, we cannot always communicate with others the way we prefer communication to occur. We have to make that shift. If we as educators know that discussion and small group work is what is most effective, we need to incorporate that even if it is not our preference. Small group and discussion lead to more of a dialogue than lectures (which is how I love to learn and love to teach).
Personally, it will be a real paradigm shift for me to incorporate more activity into my teaching. I am very guilty of teaching how I like to learn. As many of you know, I am earning a Linguistically Diverse Educator certificate through Regis University concurrently with the CSU classes and this semester (Sat. classes - yuck!) have been devoted to learning through sheltered instruction - small group discussions, lot of scaffolding, visual supports, etc. I have to tell you, it is a lot more work on the part of the educator and requires ulitmate engagement from the student.
Monday, June 20, 2011
First book entry
I am reading From Telling to Teaching by Joye Norris, PhD and are currently enjoying the book. Currently, I work in Aurora Public Schools as a School Social Worker and work with students, parents and teachers providing direct service/support and consultative training services. I am fortunate to have a lot of autonomy in my job and have incorporated more parental training into my position. While earning this degree from CSU, I am concurrently earning a Linguistically Diverse Educator certificate from Regis University. Recently, there has been some overlap in regards to teaching and instructing adult learners and adult learners who have English as a second language. Regarding the book, Norris provides some accurate, timely and useful information. The tools and resources are relevant and easily implemented. I am excited about this book and the helpful information that will be obtained from it.
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