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Carolyn Palmer, Clare Spathelf, & Jeannette Passmore

Department of Higher Education and Student Affairs

Bowling Green State University

©2009

©2009©2009 CP

Strategic plan for higher education in Ohio: 2008-2017 enrollment goals

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©2009

has delayed enrollmentattends part timeworks full time while enrolledis considered financially independent for

purposes of determining financial aidhas dependents other than a spouseis a single parentdoes not have a high school diploma.

JP

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The theory of adult learning, attempts to explain why adults learn differently than other types of learners (Knowles).

CP

©2009 CP

Self-directed

Life experience

Social roles

Problem centered

Internally motivated

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Share some of your most rewarding teaching

moments

What made them special?

CP

2 Minutes Remaining

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What were some of your most rewarding moments?

What made them rewarding?

CP

©2009

Share some of your most challenging teaching moments

What do you think you could have done more effectively?

CP

2 Minutes Remaining

©2009

What were some of your most challenging teaching moments

What do you think you could have done more effectively?

CP

©2009 CS

©2009

1.Safety in the environment and the process. We create a context for learning. That context can be made safe.

3.Sound relationships between teacher and learner and among learners.

5.Sequence of content and reinforcement.

CS

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Trust in instructor’s expertise

Relevance of objectives

Create smaller groups within the classroom

Sequence builds safety

Nonjudgmental environments create safety

CS

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Please enjoy a ten minute break

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1. Immediacy of the learning.

3.Clear roles and role development.

5.Teamwork and use of small groups

CS

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Are you creating a passive or active environment?

The power of team work

Inclusion

Peer mentoring

CS

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©2009 CS

Long & Dziuban Learning Style InventoryBehavior Patterns

Aggressive Independent

Aggressive Dependent

Passive Independent

Passive Dependent

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1. Praxis: action with reflection or learning by doing.

3.Engagement of the learners in what they are learning.

5. Ideas, feelings, and actions: cognitive, affective, and psychomotor aspects of learning.

JP

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Energizing and connecting

High Status Behaviors

Low Status Behaviors

JP

©2009 JP

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Be Honest

Become Knowledgeable

Demonstrate Respect

Personalize the referral process

Role-play or practice

Follow-up

JP

©2009

1. Needs assessment: participation of the learners in naming what is to be learned.

3.Respect for learners as decision makers.

5.Accountability: how do they know they know

CP

©2009 CP

Postsecret.com

©2009

Arnzen, M. (2005). Impro II: Status. Retrieved February 2005, from http://blogs.setonhill.edu/MikeArnzen/009704.html

Dziuban, C.D., Moskal, P.D., & Dziuban, E.K. (2000). Reactive behavior patterns go online. The Journal of Staff, Program, & Organization Development 17(3), 171-182.

Merriam, S. B., & Caffarella, R. S. (1999). Learning in Adulthood. San Francisco: Jossey-Bass, Inc.

Vella, J. (2002). Learning to Listen, Learning to Teach. San Francisco: Jossey-Bass.