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From Telling to Teaching

From Telling to Teaching. A Dialogue Approach to Adult Learning. Karen Sherbondy, RD., LD. Different teaching method. Learner-centered education Hands-on activities Participants actively engaged in learning. Learner-centered education (LCE) .

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From Telling to Teaching

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  1. From Telling to Teaching A Dialogue Approach to Adult Learning Karen Sherbondy, RD., LD.

  2. Different teaching method • Learner-centered education • Hands-on activities • Participants actively engaged in learning

  3. Learner-centered education (LCE) • Teaching that involves active participation of the leader and the learner • Gets all involved and centered on the learning • Sharing and comparing experiences of the learners • Creates a safe environment for learners to consider changing behaviors

  4. LCE IS • About the learner • About what the learner needs to do to remain engaged and excited • Structure within the flow of discussion and exchange of ideas

  5. LCE is NOT • About the educator • Lectures with activities added • Based on a pre-written script

  6. Laying the foundation Reinforce learning Partner interactions Open questions Learning style preferences Activate prior learning Setting the learning environment

  7. Adult learning principles • Environment • Safe • Respectful • Work in small groups • Information • Personally relevant • Immediately useful • Style • Engaging • Open-ended questions • Remember learning styles

  8. Activate prior learning and experience • Why do we activate prior learning? • Link new information to what already know

  9. Learning style preferences Visual Auditory Kinesthetic

  10. Do it all • Incorporate all learning styles into your teaching • Hear it • Write it • Do it • Say it

  11. Open questions • Allow for conversation • Let learner reflect and make personal meaning of new information • What do open-ended questions sound like?

  12. Scenario • You are presenting a lesson about sweetened beverages to a group of new mothers • Traditional closed-ended question: • Is there any problem with your child drinking soda pop when he/she asks for one?

  13. Open-ended questions • Find out if learner recognizes there is a problem • What are some of the problems in giving your child soda pop whenever he/she asks for it? • Find out if learner has any concerns about the issue • What concerns you about your child drinking sweetened drinks? • Find out learner’s level of confidence in making changes • Which ideas make you believe you could give your child water instead of soda pop?

  14. Trio talks Table chats Partnerships! Partner interactions

  15. Reinforce the learning • How can your learners review information in fun, yet meaningful ways? • How can you improve the odds that they will use the information or skill after they leave you?

  16. Learner-centered approach • Balance between meeting learner’s need while providing valuable information

  17. Who’s the expert? • Educator is the expert in information and the experiences of others • Client is the expert in his/her behavior and life

  18. Dialogue approach • The delivery of new information combined with opportunities for learners to do something with it • Open question and responses • Conversation • Learners decide the meaning of new information and importance to them

  19. What • What is to be taught? • What do participants need to know or know how to do?

  20. What • Decide what to leave in and what to leave out! • We should be teaching half as much in twice the time • Let go of content!

  21. What will the learner do with the content? • Link content to an achievement objective • Information they need • What they will do with information • How it will happen

  22. How • How will the session be designed so that the learners will achieve the objectives?

  23. Learning Tasks • Anchor • Add • Apply • Away

  24. Anchor • Ground the topic in the learners’ lives

  25. Add • Provide new information

  26. Apply • Have learners do something with the information

  27. Away • Allow learners to move the information into the future

  28. The power of the visual • Why use visuals? • Help learners by adding graphic organizers

  29. Facilitation skills • Waiting • Affirming • Weaving

  30. Our goal Invite learners to make meaning and form new ideas, skills and behaviors to fit into their own context

  31. Our role To teach, not to tell

  32. An interactive adult curriculum

  33. Let’s put it all together Here we go!!

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