Research+on+Engaging+Adult+Learners

 Adult Learning Element Definitions

Relevance

Learning occurs best when people attach meaning or relevance to a topic. People are more engaged when the content, activities, and outcomes fill a personal or professional need. Learning experiences can be described as a social contract between the instructor and learner; in which each receive benefits that exceed their commitment. Designing experiences based on common needs or characteristics of the participants is an effective method to achieving relevance. This concept; known as “common ground” can include similar teaching responsibilities, a targeted skill, common pressing needs, or similar past experiences. People also tend to be more engaged when their motivation stems from an internal rather than external source.

Community

A facilitator taking the opportunity to:

· Transform isolation into connectedness and establish the whole.

· Shift conversations to focus on possibility over problem.

· Commit to creating relationships for learning that support both personal and collaborative growth.

Instructional Design

Engaged learners need a variety of ways to share their background and previous experiences. Each individual brings a wealth of experience to the extended learning situation, and they must be provided with opportunities to share their experiences with others in order to make connections between new knowledge and the expertise and experiences they have already stored away. The atmosphere should be non-threatening, where each individual is expected to share in the responsibility for their own learning. Engaged learners must be involved mentally, emotionally, and physically through modeling and the facilitation of sustainable learning conversations.

Outcomes

To effectively engage learners, professional development needs to connect to classroom practice. Adults appreciate professional development that is organized and has clearly defined objectives. Learning objectives should be connected to instruction, standards, curriculum, assessment, and continuous improvement. Learners want to know what current research says, and how to understand, apply, and internalize it.

Feedback/Evaluation

All learners come with different needs, expectations, and previous experiences. An adequate needs assessment needs to be done to best shape a program to be immediately useful to adult learners. Praxis is doing and then reflecting. Adults learn best when content is presented in context, they need to be able to do something with it. Praxis encourages adults to try out new skills, knowledge, or attitudes, and then spend time reflecting on their work.


 * [[image:researcing_green.jpg width="131" height="186" align="right"]]Adult learners have unique characteristics and needs**. First, adult learners usually split their time and energy between more roles than traditional students. For example, teachers who are pursuing professional development or graduate course work usually also work full-time, take on extra duties such as coaching or advising student groups at school, are actively involved parents and/or spouses, fill roles of leadership in their local churches, youth activities and community groups and try to squeeze in an adult social life. In other words, they do not have time or energy to learn something that seems to have no importance or application to their personal or professional lives. //Learning opportunities must be relevant//.

**Adult learners expect to learn in a non-threatening atmosphere** in which they have permission, and are expected, to share in the responsibility for their learning. They bring a wealth of experience to extended learning situations, and they need to share those experiences with others in the class to help make connections between new knowledge and the expertise and experiences they have already stored away. //Learning opportunities must provide bridges between past experiences and new knowledge//.


 * Adult students also appreciate instructors who share appropriate personal information**, and who are approachable and accessible. They appreciate a participatory environment where learners can assume responsibility for their own learning, while having access to an instructor who can help guide them through the rough spots. A participatory environment can be created by involving the learners in deciding on course content and by establishing class management guidelines. It also helps to have learners serve as instructional resources, and to monitor learner satisfaction throughout the activity through both formal and informal assessments. //Learning opportunities must allow adults to be active participants in the design, delivery and assessment of instructional content//.


 * Specific to adult learning situations involving technology integration**, adults (digital immigrants) need permission to take risks and to fail. They need help in understanding the valuable skills and knowledge they bring to the classroom are not secondary to knowing how to build a pod cast or a web page. They need to be encouraged to allow students (digital natives) to create technology-enhanced learning products without feeling like they need to be able to answer every technology question that could arise in such situations. Teachers need to be assured that their content knowledge and skills are valued, while at the same time being encouraged to stretch their technology skill set to better meet the needs of students. //Technology-based professional development activities must create learning opportunities that combine the content expertise of the teachers with the technological interests and expertise of their students.//

Taken from Principles of Adult Learning

[|**http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/adults-2.htm**] Lieb, Stephen. (1991). //Principles of adult learning//. Retrieved from [] Summary of Malcom Knowles principles of adult learning: Motivation for the adult learner
 * <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt;">Adults are //autonomous// and //self-directed.//
 * <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt;">Adults have accumulated a foundation of //life experiences// and //knowledge// that may include work-related activities, family responsibilities, and previous education. They need to connect learning to this knowledge/experience base.
 * <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt;">Adults are //goal-oriented//. They appreciate an educational program that is organized and has clearly defined elements.
 * <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt;">Adults are //relevancy-oriented//. They must see a reason for learning something. Learning has to be applicable to their work or other responsibilities to be of value to them.
 * <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt;">Adults are //practical//, focusing on the aspects of a lesson most useful to them in their work.
 * <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt;">As do all learners, adults need to be shown //respect//.
 * <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt;">Social relationships
 * <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt;">External expectations
 * <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt;">Social welfare
 * <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt;">Personal advancement.
 * <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt;">Escape/Stimulation
 * <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt;">Cognitive interest.

Fogarty, Robin, & Pete, Brian. (2004). //The Adult learner//. Corwin Press
Submitted by Julie

Adult learners have high expectations for their learning. In order for them to take time away from their already busy schedule, the want to assure that whatever they attend is going to offer them something of great value in return. Fogarty and Pete, researchers in adult learning, share the following telltale comments that adults make about potential learning opportunities:

As a teacher, I wanted a day of professional development to be filled with quality information and application--especially since I was spending a day away from my students. In reading the entire chapter, I understand that this is not just about educators. All adults want their learning to be worthy of time spent away from their daily schedules. Adults want information that is practical to their every day lives, roles, and responsibilities. The information needs to be easy to use when they return to their jobs the following day. If information shared is not something adults can use immediately, in order to put it into their own practices, it may not be meaningful to them. As staff developers, we must give our constituents new materials and learning that they can use immediately. Adult learners desire to know how relevant new information is that is shared at professional development opportunities. Again, relevancy leads to application into their assigned role in the work environment. We all want to know what the research says, and how current it is, but adult learners also want us to be experts in our field, to help them understand, apply, and internalize the research. Adult learners are not much different from children. Adults and children desire to know how to do things, how things work, and the processes involved. Adults take this a step further, wanting real-world application to take and use immediately for the intended purpose(s). As I stated above, adult learners want us to be experts. They may have a general understanding of a topic, but they look to us as the experts about the topic. As the authors put it, "they want someone who can walk the talk, not just talk the talk." Adult learners want to further investigate their new learning. We can provide them with investigation time during our facilitation, or give them online resources, or other sources such as books, articles, or journals for them to deepen their understanding once they leave us. When colleagues attend professional development opportunities, they do so for support and encouragement. They are also hoping that their colleague will support them in practicing the new skill(s) learned. Adult learners do well when they are accompanied by colleagues. They go away feeling as if they can support one another, and clarify new learning, if needed. Adult learners bring their prior experiences and backgrounds to learning situations and expect to make connections to the new learning. Making these connections help adult learners activate memory and learning processes.
 * Telltale 1: "I hope this isn't a waste of my time."**
 * Telltale 2: "Is this practical?"**
 * Telltale 3: "Can I use this right away?"**
 * Telltale 4: "How does this fit for me?"**
 * Telltale 5: "Who says? Who says this is better?"**
 * Telltale 6: "Show me how!"**
 * Telltale 7: "I want an expert."**
 * Telltale 8: "I wanna look this up on my own."**
 * Telltale 9: "I'm here with a colleague."**
 * Telltale 10: "I already know this!"**

These telltale comments make me think of one word: engagement. As a learner, I want learning to be engaging. I want my experiences as a learner to immerse me into intellectual and social activities, provided by experts. I want the research base, but I also desire demonstrations or modeling on how things work and why. From there, I prefer time to practice, with engaging conversations/feedback from my facilitator. If necessary, I may require more information or coaching, along with time to investigate the new learning.

Blog of Jason M. Everett, ESU 10

posted by Julie
A colleague of mine, Jason Everett, at ESU 10 is currently working on completing his degree through Bellevue University's accelerated degree program. His degree focus is on Adult Learning.

Jason has shared his blog with the ESU staff, and I have found his research and writing to be closely tied to the mission of our PLN this year. You may view and comment on his blog, which is:

[] (technology use with multiple intelligences) [] (multiple intelligences and research on adult learning)

=**Information from:**= submitted by Melanie
 * Vella, Jane. (2002). //Learning to listen, learning to teach//. Jossey-Bass Inc Pub.**

Twelve principles and practices of adult learning.
All learners come with different needs, expectations, and previous experiences. An adequate needs assessment needs to be done to best shape a program to be immediately useful to adult learners. The learning environment needs to be perceived as safe by adult learners so they can learn new concepts, skills, and attitudes. This safety can be attained by establishing instructor competence, ensuring relevance of subject matter, allowing for group discussions, presenting a clear sequence of learning events, and maintaining a non-judgmental attitude. In developing and maintaining sound relationships with adult learners an instructor needs to demonstrate respect, safety, open communication, and humility. Although there may be differences in position, knowledge level, or power, an instructor needs to affirm and respect all learners. Presenting material from simple to complex and allowing for group supported work to individual work is a must in instructing adult learners. If an appropriate sequence is not followed learners become frustrated, confused, and may be reluctant to move forward. Praxis is doing and then reflecting. Adults learn best when content is presented in context, they need to be able to do something with it. Praxis encourages adults to try out new skills, knowledge, or attitudes, and then spend time reflecting on their work. Adults are the primary decision makers in most areas of their life. This needs to be remember when instructing adults. Adults need to be consulted about what they want to learn and do with the information. They need to have a say in the direction of instruction. Although ideas (concepts) are important, the impact of a learners feelings and actions can't be discounted. When instructing adult learners the concepts need to be framed by the participants feelings and actions of the topic. The fact that participants are human and not machines need to be recognized and respected. Adult learners need to see immediate usefulness of the concepts, skills, or attitudes they are being taught. Instructors need to allow time for participants to connect the information presented with application in their own lives. Asking the question, "How can you use this new skill most effectively?" will help participants find the connection. Adult learners need to see equity among student and teacher. They need the teacher to be accessible and open to dialogue. Instructors can encourage this perception of accessibility by practicing humility in their instruction. Peers hold authority with adult learners. Respecting the learners and allowing them to chose their teams and work in teams creates a safe environment and allows for "real world" application of concepts or skills. Adults need to be deeply engaged in the material through teamwork and relevant learning experiences. The more engaged a participant is the more likely they are to have a quality learning experience. Accountability is one of the most important factors in adult learning. Instructors must be accountable to learners by teaching what was proposed in an effective sequence. Learners need to be accountable to the instructor by following through with their plans and using the information presented.
 * Principle #1: Needs Assessment**
 * Principle #2: Safety**
 * Principle #3: Sound Relationships**
 * Principle #4: Sequence and Reinforcement**
 * Principle #5: Praxis**
 * Principle #6: Respect for Learners as Decision Makers**
 * Principle #7: Ideas, Feelings, Actions**
 * Principle #8: Immediacy**
 * Principle #9: Clear Roles**
 * Principle #10: Teamwork**
 * Principle #11: Engagement**
 * Principle #12: Accountability**

Information from:
Hoerr, T.R. (2009). Principal as parachute. //Educational Leadership//, 67(4), 90-91. submitted by Melanie

**by Thomas R. Hoerr**
Given that time is limited where can time and energy be directed to have the greatest return? Everyone agrees that student achievement is the goal of education. All of a principal’s efforts don’t need to be focused on the students though. “According to Roland Barth (1990), the more teachers talk together about students, work together to develop curriculum, observe one another, and teach one another, the more collegiality becomes the norm.” A principal can influence these factors by creating an atmosphere and expectation of collaboration and committee work. They can also allocate enough time for teachers to work together, specifically during staff development times. A principal needs to foster an attitude in teachers that learning for their own benefit will benefit their students. “Working alone may be more efficient, but it is not as effective.” Teachers need help accepting that their learning may be messy. Adult learners can have great difficulty accepting that challenging and meaningful work may mean they have to take risks and fail occasionally. Carol Dweck (2008) has done work in the area of perceptions of intelligence. She states that there are two ideas about intelligence: fixed and growth. Those that believe intelligence is fixed avoid challenges to avoid failure, they do what they do well only. Those that believe intelligence can be grown are willing to take risks and separate failure from self-worth. A book study of Dweck’s book //Mindset// (2006) was done to help teachers foster the intelligence growth idea in students. A change was made in teachers telling students how pleased they were with a students effort instead of how smart they were. An example of fostering this in teachers is to reinforce before an observation that the lesson doesn’t need to be perfect, it’s ok to take a risk. When they take a risk the principal needs to be the parachute then to offer safety if their efforts fail. The principal can help create an intelligence growth model in their staff through living by the motto “If I’m only succeeding, I’m not learning.”


 * Taken from**

RIT online [|**http://online.rit.edu/faculty/teaching_strategies/adult_learners.cfm**] (2009). //Adult learners//. Retrieved from []
 * <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt;">Adult Learners || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt;">Youth Learners ||
 * <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt;">Problem-centered; seek educational solutions to where they are compared to where they want to be in life || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt;">Subject-oriented; seek to successfully complete each course, regardless of how course relates to their own goals ||
 * <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt;">Results-oriented; have specific results in mind for education - will drop out if education does not lead to those results because their participation is usually voluntary || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt;">Future-oriented; youth education is often a mandatory or an expected activity in a youth's life and designed for the youth's future ||
 * <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt;">Self-directed; typically not dependent on others for direction || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt;">Often depend on adults for direction ||
 * <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt;">Often skeptical about new information; prefer to try it out before accepting it || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt;">Likely to accept new information without trying it out or seriously questioning it ||
 * <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt;">Seek education that relates or applies directly to their perceived needs, that is timely and appropriate for their current lives || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt;">Seek education that prepares them for an often unclear future; accept postponed application of what is being learned ||
 * <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt;">Accept responsibility for their own learning if learning is perceived as timely and appropriate || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt;">Depend on others to design their learning; reluctant to accept responsibility for their own learning ||

<span style="display: block; font-family: 'Times New Roman','serif'; font-size: 13.5pt;">Teaching Strategies for Adult Learners
 * <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt;">Adult Learner Characteristics || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt;">Teaching Strategies ||
 * <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt;">Adults have years of experience and a wealth of knowledge || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt;">Use your adult students as resources for yourself and for other students; use open-ended questions to draw out students' knowledge and experiences; provide many opportunities for dialogue among students ||
 * <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt;">Adults have established values, beliefs, and opinions || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt;">Take time to clarify student expecatations of the course; permit debate and the challenge of ideas; be careful to protect minority opinions within the class ||
 * <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt;">Adults expect to be treated as adults || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt;">Treat questions and comments with respect; acknowledge contributions students make to the class; do not expect students to necessarily agree with your plan for the course ||
 * <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt;">Adults need to feel self-directed || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt;">Engage students in designing the learning process; expect students to want more than one medium for learning and to want control over the learning pace and start/stop times ||
 * <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt;">Adults often have a problem centered approach to learning || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt;">Show immediately how new knowledge or skills can be applied to current problems or situations; use participatory techniques such as case studies and problem-solving groups ||
 * <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt;">Adults tend to be less interested in survey types of courses and more interested in straightforward how-to || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt;">Focus on theories and concepts within the context of their applications to relevant problems; orient the course content toward direct applications rather than toward theory ||
 * <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt;">Adults have increased variation in learning styles (individual differences among people increase with age) || <span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt;">Use a variety of teaching materials and methods to take into account differences in style, time, types, and pace of learning ||

I**nformation from:** Little, C.A., & Paul, K.A. (2009). Weighing the workshop: assess the merits with six key criteria for planning and evaluation. //Journal of Staff Development//, 30(5), 26-30.
 * Submitted by Toby**

This article looks specifically at the workshop model, with the experiences of the authors and literature about adult learning as the basis for six criteria. The criteria are: Coherence: The extent to which the professional development connects to teacher's classroom practice. Things to consider with coherence include:
 * Professional development is built around substantive and connected content that is representative of the discipline or subject.
 * The learning connected to standards.
 * The learning is connected to assessment
 * Classroom applicable activities are integrated

Climate: This sets the tone of learning to promote engagement. Including:
 * Participants are treated as professionals
 * The learning is interactive
 * There is an interchange of questions and answers
 * There is time for discussion and reflection

Instructional Strategies: Participants should experience instruction in the manner in which it is intended to be used in their classroom.
 * They are engaged in appropriate activities
 * The content is delivered in varied formats
 * Facilitators model instructional strategies
 * Varied grouping is used

Participant Engagement: This focuses on the teacher as an engaged learner.
 * Participants are engaged on large group activities
 * Participants engage in small group settings

Logistical Considerations: This attends to the management details.
 * Effective use of time
 * Materials and resources are organized

Assessment and Feedback: Like all instruction, data should inform decisions
 * Decision making about PD is guide by evidence of learning needs.
 * Ongoing assessment should be incorporated
 * Participants have multiple opportunities to demonstrate learning
 * Facilitators provide respectful and appropriate feedback
 * High quality PD is not a one shot session, but includes follow-up

Knight, J. (2009). Coaching: the key to translating research into practice. //Journal of Staff Development//, 30(1), 18-22.
 * Information From:**
 * Submitted by Toby**

The article defines coaching and provides research to show the impact of coaching upon classroom implementation of new skills. The commonalities between various definitions of coaching:
 * Focus on professional practice: the purpose is to improve instruction in the classroom.
 * Job-embedded: the learning is directly applicable to the teachers’ classroom.
 * Intensive and on-going: coaching is not a one-shot workshop. It is professional support in meeting teacher needs over time.
 * Grounded in partnership: coaches and teachers are equal partners
 * Dialogical: the coach engages in reflecting conversations as opposed to telling teachers what to do.
 * Nonevaluative: coaches observe teachers, but do not set themselves up as evaluators.
 * Confidential: the relationship between teacher and coach is confidential, which enables teachers to openly discuss their strengths and concerns.
 * Facilitated through respectful communication: coaches need to be excellent communicators who articulate their messages clearly.

The team at the University of Kansas worked with coaches across 35 states and through this interaction, determined the following factors that make coaching a success:
 * Focus and continuity: district that implement too many things overwhelm the teachers; it is best for districts to focus on a few high leverage strategies.
 * A learning-friendly culture.
 * Principal support.
 * Clear roles: the teachers perceive the coaches as peers, not administrators
 * Protect the coaching relationship: teachers collaborate because they want to, rather than being forced into a coaching relationship.
 * Protect the time for coaches to do a quality job
 * Continuous learning: Coaches and administrators need to walk the walk and engage in continuous learning as well as the teachers.

What the research says:

The author provides research about the extent to which different approaches to professional development impacted teacher use of the skills in the classroom. Bush (1984) found that when teachers were given only a description of a new skill, 10% used the skill in the classroom. When modeling, feedback, and practice were added to the training, teaching practices increased of 2-3% each time. When coaching was added, 95% of the teachers implemented the new skills>

Knight and Cornett (2008) found that teachers who were coached used instructional strategies 90% of the time, as opposed to teachers from a control group who received no coaching. In all of the studies reviewed by the author, the highest implementation of a one-shot workshop was 15%.

Jim Knight is a researcher at the University of Kansas Center for Research on Learning. He maintains a blog at jimknightcoaching.squarespace.com.

Ferriter, B. (2009). Learning with Blogs and Wikis. Educational Leadership, 66(5), 34-38.
 * Information Submitted by Rhonda**

Schools are hostile and inhospitable places for learning—hostile to the learning of adults and subsequently, hostile to the learning of students (Elmore, 2002). Often, adult learning takes a back seat—due to the race educators run throughout the day “leaving no child behind”.

How might educators find time to self-reflect learning opportunities, pursue professional passions and engage in meaningful, on-going conversations about instruction? Many of these same educators have had a history of poor professional development experiences and are jaded and stagnant, groaning when given “opportunities to learn”.

Since Elmore’s report, two changes have emerged in schools. First, there’s collaborative learning among members of close-knit teams in schools. And second, digital tools provide new avenues for educators to connect and bring transparency to the art and science of teaching—through blogs and as collaborative writers of wikis.

Using digital tools has provided authentic learning for educators--driven by personal interests and connected to the realities of the classroom. Blogs and wikis provide differentiation and challenge to personal, professional development—often missing from many professional learning plans.

As we consider “engaging adult learners”, how might we use digital tools such as blogs and wikis to captivate the educators we work with? Maybe it’s as simple as showing them how browsing a few sites each day can provide a wealth of opportunities for motivating and challenging their educational practice. It might also be as we highlight how blogs have stretched our own thinking and are an active part of our professional growth. Of course, for the educator wanting even more, we could teach the basics of building and designing their own blog while offering many examples for inspiration. To move this process one step further, we might encourage the same digital process as we work with students—review student blogs, discuss the content, interact with the writer, etc.

Wikis are another avenue for motivation. Wikis provide collaborative opportunities for professional learning communities/teams to engage with one another—using a “divide and conquer” process. Having our own PLNgage wiki supports this process perfectly.

Both digital tools (blogs and wikis) invite adult learners to elevate their voices and improve classroom practice, in addition to creating a perfect environment for self-reflection.

Lattimer, H. (2007). To Help and Not Hinder. Educational Leadership, 65(1), 70-73.
 * Submitted by Rhonda**

Effective teacher leaders often appear to intuitively know how to work with colleagues, inviting their administrators to assume they need little additional support. However, this is not the case.

What does it look like to support the growth of teacher leaders within a district?

Four characteristics support this process: 1) respect for teacher knowledge, 2) teacher community, 3) a clear understanding of student needs and 4) opportunities for critical reflection. Each of these characteristics plays an integral role in “engaging adult learners”.

__Respect for teacher knowledge__. When teachers are respected for knowledge and skill by their administrative leaders, they are more likely to dig in and analyze the data related to student achievement. In addition, having an administrator note “teachers are the experts” encourages empowerment and the determination to work through challenging conversations and create useful “next steps”.

__Teacher community__. Having opportunities for regular dialog among educators is imperative to the growth of teacher leaders. When there’s consistent time to meet with colleagues and discuss student achievement data, classroom visitations, lesson study, etc.—it’s easy to recognize the strength of peers and building each individual’s gifts.

__A clear understanding of student needs__. If teachers believe their reform efforts directly align with student needs, they are more likely to assume leadership roles. Often, hard work and extra hours to achieve expected outcomes inspires great engagement by those actively involved.

__Opportunities for critical reflection__. When educators have the opportunity to step back and reflect on their knowledge, beliefs and practices help practitioners make changes in their teaching. In such environments, teacher leaders flourish.

As we design professional learning experiences that engage learners, it’s imperative that we respect teacher knowledge and skill while providing opportunities for dialog and discussion among the participants. In addition, creating activities that demonstrate a direct link to student needs, as well as utilizing reflective exercises throughout the professional development experience, will provide avenues for building engagement.

Engaging Learners in Learning in a Face-to-Face Setting

 * by Joan Cybela, Professor and Distance Education/Teaching-Learning Specialist, University of Wisconin-Extension, Madison, WI (2002)**

Submitted by Julie A. Everett 2/9/10

We know that engaging learners in as many ways possible will help them give to AND take away from any learning experience, as much as possible. We should always try to involve learners mentally, emotionally, and physically.

1. Ignite curiosity and learning by communicating learning outcomes prior to their arrival, so they can think about what they already know about the content, and what they hope to learn. Direct them to readings, web-based resources, mental or written exercises, or hands-on activities that can heighten their interest in and knowledge about the content. Our goal: to have learners arrive with their mental wheels already in motion.

2. Create a physical and psychological learning environment that promotes openness, thought, and discussion. Assure that there is appropriate light, sound, temperature, ventilation, comfortable seating, and that the room arrangements invite interaction. Participants need space to move around, time to stretch, and mental breaks from time to time to process new learning.

3. Develop relationships by taking the time to get acquainted. REALLY! Share something interesting about yourself, and your passion for the topic you are about to share with them. Then, be genuinely interested in them as learners. Who are they? Why are they with you today? What do they already know about this topic? What problems have they encountered with it and what use do they have for it?

4. Discover what is known about the content. Adult learners know more than they think they know about the content that is to be discussed, so help them discover what they know. When we know more about what they know, we can build upon it and help them find relevance.

5. Invite dialogue throughout the day to encourage open discussions, the sharing of opinions, and differences in those opinions. Don't just invite questions...ASK them! (EX: What have your experiences with this topic taught you? What concerns you most about this topic?)

6. Note relevance. Adult learners don't have much time, but they MAKE time for practical, problem-centered, relevant learning. Help them discover why this content matters to them, their students, and their stakeholders.

7. Broaden perspectives to allow participant to see the larger implications of what you are sharing with them. What purpose does this content serve in their day to day lives?

8. Vary presentation modes is essential to your participants' learning. Balance presentation with an engaging mix that stimulates all of your learners' senses: visual, auditory, reading-writing, and kinesthetic dimensions of their learning. Passive listening and viewing do not generate learning. Keep lectures to a minimum--that is what we tell our teachers, so we need to model that. Stimulate critical thinking as often as possible.

**IDEAS:**

 * visual resources:** video clips, slides, real objects, photographs, charts/graphs, graphic images
 * auditory resources:** brief lecture, large/small group discussions, problem solving with a partner, brainstorming, recorded/live music and sound
 * reading-writing resources:** print-based materials, quiet reflection, journaling, note-taking, mind mapping
 * kinesthetic resources:** hands-on experiences, working with equipment, manipulating objects, physically moving about, role-playing

9. Engage emotions to help learners find and experience an emotional connection to your topic. Seek moments of laughter, as humor is a powerful learning tonic!

10. Transfer learning by suggesting strategies and opportunities that will help learners "try on" their new learning once they are back at work. Let them know where they can turn for help, reinforcement, and further resources.