My comments would be specifically about Part 1 (A process that works and why) including topics like "Twelve Principles for effective Adult Learning" and "Quantum thinking and Dialogue Education".
Also I'll be answering the question:
Why does Danah Zohar call dialogue a quantum process?
TWELVE PRINCIPLES FOR EFFECTIVE ADULT LEARNING.
As we know teaching to adults is so different and sometimes kind of difficult, we already know how's to work with kids at kindergartens and to work with teenagers, all of them has different likes and interests.
The approach to adult learning based on these principles holds that adults have enough life experience to be in dialogue with any teacher about any subjects and will learn new knowledge, attitudes or skills best in relation to that life experience.
1. Needs assessment:
This principle is about participation of the learners in naming what is to be learned. It's pretty important to know what they really need to learn because when adult learners are bored or indifferent, it means their themes have been neglected in the design of the course. One important thing that we have to know is: needs assessment not form the course; it informs it.
2. Safety:
In this principle safety refers to safety in the environment and the process as well. We create a context for learning. That context can be made safe.
Safety is a principle linked to respect for learners as decision makers of their own learning.
3. Sound relationships:
Sound relationships between teacher and learner and among learners involve respect, safety, open communication, listening and humility; by doing this learners feel safe enough to share their true feelings.
4. Sequence and reinforcement:
Sequence means the programming of knowledge, skills, and attitudes in an order that goes from simple to complex and from group supported to solo efforts.
Reinforcement means the repetition of facts, skills, and attitudes in diverse, engaging, and interesting ways until they are learned.
5. Praxis:
Praxis is a Greek word that means "action with reflection or learning by doing".
It is an ongoing process, of course we use it in our daily lives all the time as we do something, reflect on its implications, and change. In a learning situation; we can use case studies inviting description, analysis, application, and implementation of learning.
6. Respect for learners as decision makers:
Respecting learners as decision makers if their own learning is a principle that involves the recognition that adults are in fact decision makers in a large part of their lives.
7. Ideas, Feelings, Actions.
We know that learning involves more than cognitive material (ideas and concepts). It involves feeling something about the concepts (emotions) and doing something (actions).
Learning with the mind, emotions, and muscles and giving attention to the cognitive, affective, and psychomotor aspects of adult learning is a principle that is often neglected.
8.Immediacy:
Adult learners need to see the immediate usefulness of new learning: the skills, knowledge, or attitudes they are working to acquire.
9. Clear roles:
Another vital principle of adult learning is recognition of the impact of clear roles in the communication between learner and teacher.
Adults students need to reinforcement of the human equity between teacher and student and among students. It takes time for adults to see themselves and the teacher in a new role.
10. Teamwork:
Team work is itself both a process and a principle. Teams provide, in the adult learning experience, a quality of safety that is effective and helpful.
Team work can't be taken for granted. What happens in the team is what is happening every day. As adult educators we must remember that feelings are never simulated.
11. Engagement:
Through learning tasks we invited learners to engage themselves actively in the strategic issues of their organizations and of the community. This is quantum thinking: learning as a process of a participative universe.
12. Accountability
How do they know they know? Who is accountable to whom? First, the design of learning events must be accountable to the learners. What was proposed to be taught must be taught; what was meant to be learned must be learned: the skills intended to be gained must be visible in all the learners; the attitudes taught mus be seen; the knowledge conveyed must be manifest in adult learners' language and reasoning.
QUANTUM THINKING AND DIALOGUE EDUCATION
I would start talking about quantum thinking by answering this question:
Why does Danah Zohar call dialogue a quantum process?
Danah Zohar calls a quantum process, the means of doing quantum thinking.
But, What is quantum thinking?
Quantum thinking means looking at the world in a new way.
The purpose of dialogue education is to evoke optimal learning with adults. It is designed from a set of assumptions about the nature of society and human beings.
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