Requirements for
Completion of the Course
FACILITATING ADULT LEARNING
Winter/Spring, 2003
HRD
630
Tues, 7:00 - 9:30 PM
Mike
Brady (207)
780–5312 mbrady@usm.maine.edu
Storm
Information Line
780-4800
This course examines the theory and
practice of facilitating adult learning.
The aim of the course is to develop a working knowledge of numerous
approaches to facilitation including analysis of students’ strengths and
weaknesses in particular learning contexts.
Special emphasis will be placed on developing skills in making presentations
and leading group discussions.
II. Goals of the Course
1. Participants will be able to describe the
characteristics of effective teaching.
2.
Participants
will develop their own philosophy of facilitating adult learning.
3.
Participants
will have the opportunity to conduct a lecture/presentation and lead a group
discussion. These sessions will be
videotaped and critiqued.
4.
Participants
will increase their knowledge of issues related to both content and process in
facilitation of adult learning.
Activities in goal #3 (above) will be based on a wide range of
substantive issues related to teaching (see Appendix A).
5.
Participants
will increase familiarity with the relationship between facilitation and adult
learning theory.
III.
Major
Questions Upon
Which This Course is Based
1.
What
constitutes effective teaching and, specifically the facilitation of learning
among adults?
2.
Why
should I teach? What is its purpose and
value?
3.
How
does adult learning theory relate to facilitation? How does the way I learn relate to the way I
teach?
4.
What
are the effective approaches to presenting information and leading group
discussions?
5.
How
can I improve my skills as a facilitator of adult learning?
III.
Required Readings
Christensen, C.R., Garvin, D.A., Sweet, A.
(Eds.) (1991). Education
for judgment: The artistry of discussion
leadership.
McKeachie,
W.J. Teaching tips: Strategies,
research, and theory for
college and university teachers.
Note: This book has been published in numerous
editions – any of the recent ones (since 2000) work fine for this course.
Nagel, G. (1994). The Tao of teaching.
V. Recommended
There exist a large number of monographs,
periodicals, and studies on the subject of facilitating of adult learning. A partial list of sources may be found in
Appendix B.
VI.
Requirements
for Completion of the Course
1.
Each
member of the course will read the required books and come to class prepared to
discuss the topics at hand. Within-class
participation is an important component of this learning experience.
2.
Each
participant in the seminar will conduct one lecture/presentation (approximately
20 minutes) and lead one group discussion (approximately 30 minutes) on a topic
related to facilitating adult learning.
For a partial list of topics which may be of interest, see Appendix A. These sessions will be videotaped for
students’ use in self-evaluation.
Immediate in-class feedback by fellow seminar members will also be
provided. All members of the seminar are
responsible for providing helpful and guiding criticism. Individuals will submit a 3 – 4 page
(double-spaced) self-evaluation one week after each of their facilitation
activities. These evaluations will
include appropriate references to readings and seminar discussions. They will also include an action plan to
improve facilitation skills.
3.
Each
member of the course will choose one book on the art/science of facilitating
adult learning from the annotated list of recommended books (Appendix B) or
elsewhere and write a 3 – 5 page book review.
The review should include a basic summary of the book and a critique. Making connections to issues treated in HRD
630 is encouraged. In addition to the
written review, a
brief oral presentation on the book will be made in class.
4.
At
the end of the course participants will write a summative self-evaluation
(Learning Synthesis Report),
between 6 – 8 pages in length (double spaced), which articulates content learned and skills
developed this semester. A set of
cues/guidelines for this self-evaluation will be provided toward the end of the
course. Data sources to consider for
writing this reflective essay include oral and written feedback from classmates
on the lecture/presentation and group discussion facilitation, review of one’s
own videotapes, and
reflections on teaching technique and philosophy gained through reading.
In Summary, the
following
processes/products are required for successful completion of this course:
1. Deliver one 20-minute lecture/presentation
2. Written reflection/evaluation of #1
3. Facilitate one 30-minute group discussion
4. Written reflection/evaluation of #3
5. Written book review
6. Brief oral presentation of #5
7. Written summative evaluation (LSR)
VII.
Use of Blackboard
Software
In previous sections of HRD 630 the group has used the
“Discussion Board” in the educational software program Blackboard with effective results. I have always
maintained a policy of “volunteerism” vis-à-vis the use of this parallel
communication despite evidence that some members of the class will not
participate without it being a requirement.
Nonetheless I encourage participation while preferring to maintain a
spirit of "freedom” about its use in this course.
VIII.
Policy
on Incompleteness
While the instructor will grant an “Inc.”
grade to those who are unable to complete all their work by the end of the term, all members of the
course are encouraged to complete HRD 630 on time.
IX.
General
Grading Policy
The final grade for this course will be
determined by a combination of factors:
one’s
participation in the class discussions,
the quality of the lecture/presentation and group facilitation, the book review, written reflection/evaluations, and final
Learning Synthesis Report.
X.
Accommodations
If you need course adaptations or
accommodations because of a disability, please see Mike as soon as
possible. At any point in the semester,
if you encounter difficulty with the course or feel you could be performing at
a higher level, consult with him.
Students experience difficulty in courses for a number of reasons. For problems with writing skills or time
management, make an appointment to see a student tutor at The Learning Center,
Luther Bonney, 2nd floor (Portland Campus)
by calling 780-4228. Help is also
available through the
XI.
Relationship
Between HRD 630 and CEHD Mission
Reflection
and Critical Inquiry - This course invites students to critically
examine teaching/facilitation practices and the reasons for those practices
based upon sound adult education theory.
Diversity - Issues involving gender, age, race, class,
and/or sexual orientation are crucial
variables in facilitating learning.
These issues are addressed in selected readings in the course and will
be explored in discussions.
Additionally, students may choose to focus specific attention on issues
related to diversity in either or both of their facilitations.
Connections
and Partnerships - It is not the goal of this course to be
field-based or to extend connections into the community. However, students are encouraged to take the
facilitation skills they develop in HRD 630 and bring them into service in
schools and community agencies (concurrently or at a later time).
Performance
Assessment - Outcomes of this course are two in-class
facilitations (with peer and faculty feedback),
a written book report, and a final evaluation essay which articulates
the theoretical learning and skill-development achieved in the course.
January
14 Introduction of
participants
Review of
the syllabus
January 21 “Facts Quiz” on facilitating
adult learning
Nominal Group: “What are the characteristics of a
good facilitator of adult learning?
January
28 Critical
Incident: Establishing standards for
effective
presentations
Providing
constructive feedback and other issues related
to upcoming student lectures/presentations
February
4 Three lectures/presentations
with videotaping and critique
( Note: we shall try
hard to adhere to a strict schedule:
#1 = 7:05 -
7:50; break from
#2 =
February
11 Three
lectures/presentations
February
18 No Class - Winter Break
February
25 Three
lectures/presentations
March 4
Three
lectures/presentations
March 11 Collaborative learning
experience on the art
and science of group facilitation
March
18 Sharing
of book reviews
Issues in
preparation for group facilitations
March 25 No Class - Spring Break
April 1 Three discussion
facilitations
April
8 Three discussion
facilitations
April 15 Three discussion
facilitations
April 22 Three discussion
facilitations
April 29 Final discussion
facilitation
Conclusions
and course evaluation
ISSUES RELATED
TO TEACHING / FACILITATION
FROM
WHICH TO CHOOSE
TOPICS . . .
Preparing
a syllabus . . . The use of advance
organizers . . . An ethical issue in teaching
Use of assigned readings . . . Learning contracts . . . Teaching via case studies . . .
Uses of
writing . . . Use of computers in class
. . . Risk Taking in Adult Learning . .
.
Motivating
learners . . . Use of overhead
transparencies . . . Use of computers in class . . .
A
specific philosophy of teaching . . .
Designing curriculum . . .
Questioning skills . . .
Providing
constructive feedback . . . Journal
writing . . . Evaluating performance . .
.
How to
deal with the overly quiet student . . . And/or the overly vocal one . . .
On-line
teaching and learning . . . Issues in
co-facilitation . . . Mentoring . . .
“Training” vs. “Education”
. . . Cooperative Learning . .
. “Playful” teaching . . .
“The
teachable moment” . . . Use role play . .
. Use of PowerPoint Presentations
Use of flipcharts . . .
Teaching diverse audiences . . .
Fostering self-assessment . . .
Appropriate use of handout materials . . . Teaching to multiple intelligences . . .
Student-centered
learning . . . Creating a healthy
learning environment . . .
Experiential
learning . . . Teaching for
Transformation . . . Or . .
.
Is there some other issue or question you
would like to explore in your lecture/presentation or group facilitation? Feel free to select something not on this
list, as long
as it links some way to facilitation and/or adult education.
AN
ANNOTATED
LIST OF RECOMMENDED
BOOKS
Beidler, P.G.
(1986). Distinguished teachers on effective teaching.
Jossey-Bass.
Part of the publisher’s “New Directions for
Teaching and Learning” series, this volume consists of a series of
reflections by college professors who were selected to contribute essays on the
basis of their reputation as excellent teachers. More in the genre of the
inspirational and philosophical than the practical.
More specifically focused
on “teaching” than the 1986
Jossey-Bass.
This could be considered the sequel to the
author’s 1990 book. More focus here on
reflective practice and self-knowledge.
Introduces the reader to concepts such as teaching diaries, “good
practice audits,” and structured critical conversation.
Subtitled “Tools and Techniques for
Democratic Classrooms,”
this book is dedicated entirely to exploring the art and science
of discussion facilitation in educational settings. It provides a blend of theoretical and
practical advice on issues such as preparation, keeping discussion going
through questioning, and discussion in diverse settings.
Candy, P.C. (1991). Self-direction for lifelong learning.
An in-depth review of much
of the literature on self-directed learning. Explores how one could promote lifelong
learning (i.e., developing
skills for self-directed learning, facilitating independent mastery, helping
learners gain personal control).
A book similar to McKeachie’s
Teaching tips, this is intended to be a
“handbook” for the aspiring instructor or experienced one who wants to improve
her/his craft. The author offers
pointers on a wide range of practical issues facing the classroom facilitator.
Eble, K.E.
(1970). The craft of teaching.
This often-referenced book is written in the
context of higher education. Eble had produced a number of important studies on the
practice of college teaching prior to this book. He offers chapters on lecturing, discussion,
advising, and special situations. Eble calls teaching “the most natural and primary of human
acts.”
Fenstermacher, G.
(1992). Approaches to teaching.
A well-written book which describes and
contrasts three approaches to teaching (executive, humanistic, and
liberationist). Several case studies of
teaching are presented for reader reflection.
Gullette, M. (Ed.). (1984). The art and craft of
teaching.
This edited volume collects numerous essays
from faculty at the
(i.e.,
lecturing, asking questions, grading and evaluation).
Heimlich, J. and Norland, E. (1994).
Developing
teaching style in adult education.
San Fransicso: Jossey-Bass.
A book about the
hard-to-define phenomenon of “teaching style.” The authors explore the confluence of
personality traits, environment, learning community, subject matter, and
students as constituents of an instructor’s style.
Hooks, Bell (1994). Teaching to transgress.
New York/London: Routledge.
This is a collection of essays written by a
noted African-American scholar about values in education, the spiritual role of
teachers, and racism and sexism in the classroom. Includes thoughts on
critical pedagogy, feminist theory, and Paulo Freire. The gift of freedom -
freedom to think critically
- is the teacher’s most important
goal.
Contains an excellent chapter reflecting on
what one needs to know in order to teach.
Another chapter reflects upon the challenge of being uncertain of how
effective our teaching is and discusses how teachers can use questions for
evaluation.
Kampol, Barry
(1994). Critical pedagogy: an
introduction.
This is part of a series of critical studies
in education and culture edited by Henry Giroux and Paulo Freire. Introduces the concept of
critical pedagogy in the context of postmodern education. The author works to elucidate the often
confusing language of critical theory.
Focus is more on traditional school culture (K – 12) than adult educ.
Knowles, M.S. (1990). The
adult learner: A neglected species.
An extension of Knowles’ more famous The modern practice of adult education, the
author outlines his theory of andragogy and makes a
special effort to connect it with the practice of teaching. He also discusses applications of andragogy in the profession of teaching/HRD.
Knox, A. (1986). Helping adults learn.
The author attempts to cover a broad set of
issues related to facilitating adult learners, such as needs assessment, using
instructional materials, and providing challenging interactions. Each topic is discussed with many specific,
concrete suggestions from which the reader can choose.
Lowman, J. (1984). Mastering the techniques of teaching.
Though written with college instructors in
mind, this book contains several practical suggestions in the areas of
lecturing and leading classroom discussions.
Lowman advocates a two-dimensional model of teaching similar to task and
maintenance roles often mentioned for group discussions.
Merriam, S. and Caffarella, R. (1998). Learning in adulthood.
S.F.: Jossey-Bass
More or less developed as an “update” of
Patricia Cross’ important work, Adults as learners, this book reviews the
salient research in adult education and summarizes important theories. Treats issues related to learning contexts,
the adult learner, and the learning process.
While not explicitly a book about teaching, it provides a valuable
context for understanding appropriate roles of facilitators of adult learning.
Mezirow, J.
(1991). Transformative dimensions of adult learning. S.F.: Jossey-Bass.
The man who conceptualized the theory of
transformational learning explicates dimensions of his work in this book. Mezirow discusses
the concept of meaning-making, distorted assumptions, perspective
transformation, and other important aspects of his well-known work.
Palmer, Parker (1983). To know
as we are known: education as a
spiritual journey.
A thoughtful series of
essays about how heart and mind can work together in the learning process. Debunks “objective knowledge” in favor of a
more inclusive and holistic understanding of what is known by human
beings. Beautifully
written with numerous references to poetry, philosophy, and theology.
Palmer, Parker (1998). The
courage to teach: Exploring the inner
landscape of a teacher’s life.
In some ways, this may be considered a sequel to
Palmer’s 1983 book. The author picks up
on themes developed earlier (the “heart” of teaching, connected vs. disconnected
knowing, the building of community . .
. ) and develops them sensitively and
artfully. Palmer has emerged in recent
years as a “guru” of teaching and is a highly sought after lecturer and
consultant.
Palmer, Parker (2000). Let
Your Life Speak: Listening for the Voice of Vocation.
This small volume reads like a “meditation”
on teaching as vocation. The author
makes the point that vocation does not derive from willfulness as much as it
does from listening. Other issues on
which he reflects are the importance of holding onto mystery, working with fear, and dealing effectively with one’s personal
limitations.
Rogers, C. (1983). Freedom to learn.
This is
Schon, D.A.
(1977). Educating the reflective practitioner.
An interesting approach to professional
continuing education which stresses the capacity of adult learners to reflect
before taking action (“reflection-in-action”) in cases where questions cannot
be easily answered with established theories.
Strike, K. and Soltis, J. (1992).
The ethics of
teaching. N.Y.: Teachers
College Press.
A thought-provoking book
dealing with ethical issues such as punishment and due process, intellectual
freedom, and equal treatment of students. Supplemental case studies for reader
reflection or group discussion round out the book.
Wlodkowski, R.J.
(1993). Enhancing adult motivation to learn: A guide to improving instruction and
increasing achievement.
The author suggests that every instructional
plan should include a thorough and detailed motivational plan, focusing on six
specific, sequential areas
(attitudes, needs, stimulation, emotions, competence, and
reinforcement). A
useful framework/model from which to approach motivating learners.