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Events: Directors' Webinar (Directors')

Topic: Adult Learning Principles and Practices

Date: Wednesday, January 11, 2012
Time: 3:00 PM - 4:30 PM Eastern / 2:00 PM - 3:30 PM Central / 1:00 PM - 2:30 PM Mountain / 12:00 PM - 1:30 PM Pacific

Presenters
Carol Trivette, Ph.D.
Orelena Hawks Pucket Institute

Description/Other Details
Dr. Carol Trivette will continue our conversation about using adult learning principles in training and coaching. Her presentation in February 2010 described best practices in training. In this presentation she will present data showing the impact these practices can have on professional development participants, describe what has been learned about coaching with a specific focus on participant reflection, and provide us with a checklist to help SPDG projects put these ideas into practice.

Materials/Resources

Caregiver Responsive Teaching Checklist (PDF, 2010, CELL)

This checklist can be used with or by patents and practitioners to identify the key features of using responsive teaching to support a child’s early literacy learning. Complete the checklist by indicating if you did (Yes) or did not (No) have the opportunity to help the practitioner/parent use the practices.

Participatory Adult Learning Strategy (PALS) Checklist (PDF, 2010, CELL)

This checklist includes questions for you to consider when helping a parent or practitioner use interest-based everyday child early literacy learning activities. It helps you be sure you are using all the steps of an adult learning process that has been found effective in helping a parent or practitioner feel confident in using interest-based everyday learning practices. The checklist can be completed by indicating if you did (Yes) or did not (No) have the opportunity to help the parent or practitioner use the practice.

Everyday Learning Activity Checklist (PDF, 2008, Center on Everyday Child Language and Learning)

This checklist includes questions you can use to help a parent identify and select everyday family and community learning activities that would provide a child interest-based language learning opportunities. The checklist includes indicators for ensuring the most appropriate everyday activities are selected as sources of language learning opportunities. Following your interactions with a parent, complete the checklist by indicating if you did (Yes) or did not (No) have the opportunity to help the parent use the practices.

Head Start Teacher Development Initiative: Child Learning Practices Checklist (PDF, 2008, Orelena Hawks Puckett Institute)

This checklist includes questions for you to consider in thinking about your practices providing children learning activities in the classroom. The checklist includes includes indicators for ensuring that children are provided interest-based learning opportunities. Complete the checklist by indicating if you did (Yes) or did not (No) use the practices in your classroom

Head Start Teacher Development Initiative: Classroom Interests Assessment (PDF, 2008, Orelena Hawks Puckett Institute)

This assessment tool provides an easy way to pinpoint interests that are shared by groups of young children. You can use the assessment results as a guide in developing activities that will appeal to the interests of the group and individuals within the group. The activities that you observe the children selecting can guide you in helping the children in your program to experience interest-based learning activities that they will find truly engaging, beneficial, and fun!

Head Start Teacher Development Initiative: Instructional Practices Checklist (PDF, 2008, Orelena Hawks Puckett Institute)

This checklist includes questions for you to consider in thinking about your use of instructional practices in your classroom. The checklist includes those features of instructional practices that are most likely to promote child engagement and learning. Complete the checklist by indicating if you did (Yes) or did not (No) use the practices in your classroom.

Meta-analysis of the effectiveness of four adult learning methods and strategies. (PDF, 2010) by Carl J. Dunst, Carol M. Trivette, and Deborah W. Hamby, Orelena Hawks Puckett Institute, North Carolina.

Abstract The effectiveness of four adult learning methods (accelerated learning, coaching, guided design, and just-in-time training) constituted the focus of a meta-analysis. Six operationally defined adult learning method characteristics were used to code and analyze the relationship between the characteristics and the study outcomes (learner knowledge, skills, attitudes, and self-efficacy beliefs). The six characteristics were instructor introduction and illustration of new knowledge or practice, and learner application, evaluation, reflection, and self-assessment of mastery of the knowledge or practice. The synthesis included 58 randomized controlled design studies (N = 2,095 experimental group participants and N = 2,213 control group participants). Results showed that all six adult learning method characteristics were associated with positive learner outcomes, but that methods and practices that actively involved learners in acquiring, using, evaluating, and reflecting on new knowledge or practice had the most positive consequences on learner outcomes. Results also showed that the adult learning methods were most effective when 5 or 6 of the adult learning characteristics were used as part of instruction or training, and the interventions were implemented with a small number of learners (< 30) for more than 10 hours on multiple occasions. Implications for research and professional development are described. Key terms: Adult learning, randomized design studies, meta-analysis, active learner participation

Head Start Teacher Development Initative: Child Observation Guides - Learning Practices (PDF, 2008, Orelena Hawks Puckett Institute)

This observation guide provides an easy way to determine the activities in your classroom that provide the best opportunities for child learning and other interest-based activities you can offer to promote new child behaviors. You can use the guide to observe the participation of an individual child or a group of children in the classroom.

Head Start Teacher Development Initative: Child Observation Guides - Instructional Practices (PDF, 2008, Orelena Hawks Puckett Institute)

This observation guide provides an easy way for you to think about how you support child learning, what happens as a result of your support, what works best, and what else you can do to support child learning. It can be used to consider your interactions in the classroom with an individual child or with a group of children in an activity.