Date: 07/27/2017 - 07/28/2017
Location: Boston - Boston, MA
Facilitators: Gene Thompson-Grove
Designing Adult Learning
While important, strong, responsive facilitation is not all we need to support adults as they learn – the design of that learning is equally important. And if we believe that adults all come with the capacity to do the work involved in learning, it becomes critically important that we create designs that maximally support them.
Assumptions about Adult Learners
Principles of Adult Learning
Constructivist Adult Development
Sequencing Learning Tasks with the 4 A’s
8 Steps of Design
Learners can design meaningful agendas for adult learning, which results in improved and/or transformed educator practice that leads to increased student learning
WHAT FOR (What learners will do with the content):
- Explore assumptions – our own and others - about how adults learn.
- Consider principles of adult learning and constructivist adult development and apply
- Evaluate the role of adult learning tasks in promoting authentic accountability.
- Analyze and apply eight steps of design.
- Develop and receive feedback on a professional learning agenda.
Contact: Gene Thompson-Grove, firstname.lastname@example.org