Jay Hollowell

Hi Franklin! Sometimes, as you reference, students naturally get other students engaged. I usually, when a learning group is formed, make sure that roles, responsibilities and expectations (from me and from students mutually) are all clearly defined; then I observe the dynamics to see how best the learning group can be utilized. I know you have completed the course, but if you get the chance, could you communicate any tips or techniques you have used to create, and successfully implement student learning groups? Thanks!

Hi Franklin! . This is Jay Hollowell, the facilitator for ED106. Thanks for your response. We have found that an ongoing summary of the topics and applications at hand, or coming back to the key points as you referenced, is one strategy that positively helps all students, even with different learning styles.

Hi Joseph! You're right. The IEP provides for customization to individual needs and establishes a framework for accountability. On the other side of the token, do you see any challenges (other than being a percieved crutch sometimes)in the IEP process, particularly for students who are headed to a general, bottom- lined and often unkind work environment that may not customize their job descriptions accordingly? Is there a link? Am I off the mark?

Hi Joseph! Does the group leader have any additional responsibilities during group formation and activity? How is the group leader chosen? We have found that the most difficult challenges for groups as they get started are to clarify the specific roles and responsibilities of group members and establish a foundation of ground rules or guidelines. How does that work when your groups form?

Hi Joseph! Excellent example. I have found that career school students carry a great deal of passion about topics that are relevant to their issues and circumstances...having debates encourages the use of many different workplace "soft" skills such as critical thinking, problem-solving and presentation. One question: In your mentioning of students participating in the debates using learning styles at their levels, which levels of learning styles are you referring to?

Hi Joseph! This is Jay Hollowell, the facilitator for ED106. Thanks for your comments. I have found too that in communicating, particularly with students, it is wise not to form any preconceived opinions about the way people hear and perceive information. The message itself is only a small part of the process...it expands to how the sender and receiver perceive and feel about the message, and even about each other. From a teaching perspective, what specific communication techniques do you feel work best when dealing with diverse adult learners?

Hi Robert! This is Jay Hollowell, the facilitator of ED106. I am returning from business travel and would like the opportunity to respond to your posts. I will be back in touch by the first of the week, thanks, Jay Hollowell MaxKnowledge, Inc.

Hi Gloria! This is Jay Hollowell, the facilitator for ED106. I am just returning from business travel and would like to take the opportunity to respond to your forum posts. I'll be back in touch by the first of the week, thanks, Jay Hollowell MaxKnowledge, Inc.

Hi Vickie! Excellent points. In many ways, I think our educational system does not do justice to students with learning disabilities. In many circumstances, the learning disabilities are not diagnosed and career schools can't be expected to be trained experts in adult learners with such challenges. I have always recommended to instructors to try to individualize and customize their instructional deliveries as much as possible to incorporate different learning styles, but without drawing attention to individual, student learning challenges.

Hi Christina! This is a tough one. Sometimes a learning disability is hard to diagnose and we may not be trained to do so. Plus, we have to be careful about asking questions (privacy, etc.). Perhaps a good approach is to vary, as much as possible, instructional delivery among the different learning styles (visual, auditory, hands-on, etc.), and then, when we observe that there may be a challenge, give as much individual attention as possible without drawing attention to any special situation.