Jay Hollowell

Hi Steve! Outstanding! Observing and being sensitive to diverse learning styles, then adpating instructional delivery and assessments accordingly are crucial skills for the adult educator to possess. I once gave a forced-choice test (true/false and multiple choice) where in certain questions more than one answer could apply. Students were to choose the best answer in each case. (This, of course, was a content assessment and not a lab activity or procedure). The next class period, without handing back the test, I divided the class into learning groups and handed each group the same blank test. Each group then discussed the… >>>

Hi Steve! Thanks for your on-target comments. I really like the random question approach with learning groups to keep individual members on their toes. You're right, with limited resources and group sizes, there always seems to be the onlookers, and yet, even though each student may need to master a technique or process, the onlookers can play an important role too. I have had onlookers take on the "observer" role and write down comments as to how others are completing a task or procedure, (ie. exceptional, correct, incorrect, almost there, etc.) and then provide feedback. I agree that clarification of… >>>

Hi Steve! Thanks for your excellent post. You hit it on the head as to the crucial importance of the introduction. It, as you said, provides a map of the topics and activities as well as clarifies resulting learning outcomes and expectations...sets the stage. We have seen many instructors just jump right into the lesson at hand and students get lost in the process. One interesting best practice: we had one instructor at the beginning of class, as part of the introduction, ask students what they believed was important to know about the topic/concept/procedure. He wrote responses on the board… >>>

Hi Maricelly! Thanks for your response! I have used role plays and small groups as well. I have found that with role plays, though very realisitc, often students go off track a bit and talk about what they would do in a particular situation rather than actually taking on the role, or they talk about something else entirely. Here is the last question in Forum 1, "What best practices have you used, based on communication techniques, to make role plays a realisitc and effective learning experience? May I ask you to take a look at the additional final questions in… >>>

Hi Maricelly! This is true. Sometimes the value of a learning group is that students learn more from each other's point of view. One of the major challenges I have noticed with learning groups is making sure that the objectives or expected outcomes of the group are clearly identified and communicated as well as the roles group members will perfrom. In addition to reviewing content and engaging in the normal activities, I've had learning groups take and review together certain exams, discuss relevant examples in relationship to the topic, develop a case, write a skit, conduct an expert proess conference… >>>