Science of Reading- presentation about .pptx

Adult Learning Theory meet Science of Reading

1. Adult Learning Theory meets the Science of Reading Ileetha Groom, Ph.D.

2. Agenda Science of reading and the brain Key theories of andragogy Science of reading: How the brain works Application integration Delivery

3. Science of Reading “The science of reading is a vast, interdisciplinary body of scientifically based research about reading and issues related to reading and writing.” The science of reading is not a single program or technique, though it does provide evidence for a set of techniques that can best support all students to become proficient readers. It also addresses more than just foundational skills. It includes word recognition, foundational skills, and language comprehension skills like building vocabulary, content knowledge, and comprehension, and  emerging models  also point to the importance of cultural knowledge, motivation and engagement, and executive function to fluent reading.

4. Science of Reading How the Brain processes Information The Brain

5. Brain-based Learning Principles People have natural low and high energy cycles during the day Start up the brains learning mode by providing mental or motor stimulation that promotes creativity through new experiences. Requiring only one answer is less effective in learning than promoting problem solving,exploration,creativity and multiple answers.(case-based learning) Movement and learning are processed in the same part of the brain,and more effective learning has been found to be connected to movement.

6. Brain-based Learning The brain loses focus when things stay the same,such as monotone voice, too much lecture etc. Try to modulate your voice and vary learning methodologies. Genuine attention can only be held at a high level for about 10 minutes. Move around the room if you are lecturing! Memory, attention and meaning increase when learning is linked to emotion. Storytelling, poetry and role play help connect emotion and thinking. Too much emotion can lead to learning “shutdown” Humor and enthusiasm stimulate learning as well as debates and critical thinking activities. Participants are more excited by meaning and relevance than the amount of information/content in a session. Give breaks every 45-60 minutes.

7. Brain-based learning Memory, attention and meaning increase when learning is linked to emotion. Storytelling, poetry and role play help connect emotion and thinking. Too much emotion can lead to learning “shutdown” Humor and enthusiasm stimulate learning as well as debates and critical thinking activities. Participants are more excited by meaning and relevance than the amount of information/content in a session.

8. The Meaning of “Adult” 1. Social and cultural basis 2. Biologically defined 3. Psychological maturity or social roles 4. Maturity Adult learning is a cognitive process internal to the learner; it is what the learner does in a teaching-learning transaction, as opposed to what the educators does. Merriam & Brockett, 1997

9. Definition Of Adult Education Adult education is a process whereby persons whose major social roles are characteristic of adult status undertake systematic and sustained learning activities for the purpose of bringing about changes in knowledge, attitudes, values, or skills. Darkenwald & Merriam (1982)

10. Malcolm Knowles

11. Key Theories - Knowles Assumptions Principles Involved in planning & evaluation Experience drives learning Immediate relevance of content Problem-centered vs. content centered

12. 12 Gain attention Inform learner of objectives Stimulate recall of prior learning Present stimulus material Provide learner guidance Elicit performance Provide feedback Assess performance Enhance retention and transfer Adapted from: Gagne, R. (1985). The Conditions of Learning (4 th ed.). New York: Holt, Rinehart & Winston. Nine “Events of Instruction” drive learning outcomes

13. 13 Move from dependency to self-directedness; Draw upon their reservoir of experience for learning; Are ready to learn when they assume new roles; and Want to solve problems and apply new knowledge immediately . Adapted from: Knowles, M. (1970). The Modern Practice of Adult Education: From Pedagogy to Andragogy . Four andragogical assumptions are that adults:

14. 14 Set a cooperative learning climate. Create mechanisms for mutual planning. Arrange for a diagnosis of learner needs and interests. Enable the formulation of learning objectives based on the diagnosed needs and interests. Design sequential activities for achieving the objectives. Execute the design by selecting methods, materials, and resources. Evaluate the quality of the learning experience while re-diagnosing needs for further learning. Adapted from: Knowles, M. (1970). The Modern Practice of Adult Education: From Pedagogy to Andragogy . Knowles’ advice to adult educators

15. Application - Knowles Involvement They design or select activity, topics, options – provide options for different skill levels They create / modify rubric They design quiz questions Self evaluation Experience drives learning Ground topic in experience Compare/contrast experiences

16. Application - Knowles Immediate relevance of content Ask or survey about experience – past or future, personal or career. Role play – you are an intern… Plan use / transfer Problem-centered vs. content centered Provide a reason to learn (e.g., programming) Cases, scenarios, simulations, failure examples, work tools, websites, group projects

17. Course Application - knowles ID a concept, skill or process your students struggle with mastering. Pick one of these principles to adopt

18. David Kolb Experiential Learning Concrete Experience Reflection Reflection Abstract Conceptualization Reflection Experimentation David A. Kolb. Experiential Learning: Experience as the source of learning and development (1984)

19. Key theories – David Kolb

20. Key theories - KOLB People have different ways of learning. Diverging – feeling and watching Assimilating – thinking and watching Converging – thinking and doing Accommodating – feeling and doing

21. Application - Kolb After the experience… Reflect/observe – describe what happened. What worked/didn’t work? Self assessment. Share / pool knowledge Abstract – What did we learn? Why did it happen? Analyze causes. Plan future application – in career; in life Predict what will be on exam

22. Course Application - Kolb ID an experience your students have where they don’t master or retain what you want Adopt some of the techniques from Kolb’s steps

23. Key theories – Lev Vygotsky

24. Application - ZPD If below ZPD: break into chunks or steps Assign problem-solving tasks Use groups – have them help one another Survey students about skills/knowledge Self-assessment of skills/knowledge Assign early task to gauge their skills x

25. Key theories – Vygotsky, others

26. Application - Scaffolding Provide cues, clues, elaborations, clarification, suggestions, reminders Provide prompts, questions, probes, requests, redirection Provide simplified solutions Provide emotional support, encouragement Provide role modeling Focus attention Encourage self-monitoring, reflection Remove supports over time

27. Application – Scaffolding Continued Break complex tasks into pieces, provide feedback on each step (e.g., research paper: topic; question; article summaries; outline; sections of paper) Peer feedback building to instructor feedback Pacing / process should be flexible, individualized

28. Key theories – Vygotsky, Bandura

29. Application – cognitive apprenticeship Break complex task into smaller chunk House in realistic situation More experienced people give guidance, hints, reminders, coaching Paired feedback, small group feedback Post-activity description of action, outcome and self-evaluation

30. Application – Vygotsky, et al. ID an experience your students have where they don’t master or retain what you want Adopt some of the tactics of ZPD, scaffolding, or cognitive apprenticeship

31. Students design or select activity, topics, options Students create / modify rubric Students design quiz questions Self evaluation Ground topic in personal experience Compare/contrast experiences Ask or survey students about experience Role play Plan use of skill / transfer Provide a reason to learn (problem-solve in realistic context) Cases, scenarios Simulations Failure examples Work tools, websites Group projects Application ideas

32. Reflect/observe Self assessment. Share / pool knowledge Abstract and analyze. Plan future application – in career; in life Predict what will be on exam If below ZPD: break into chunks or steps Assign problem-solving tasks Survey students about skills/knowledge Self-assessment of skills/ knowledge Assign early task to gauge their skills Provide cues, clues, elaborations, clarification, suggestions, reminders Provide prompts, questions, probes, requests, redirection Provide simplified solutions Application ideas

33. Provide emotional support, encouragement Provide role modeling Focus attention Encourage self-monitoring, reflection Remove supports over time Peer feedback building to instructor feedback Pacing / process should be flexible, individualized Paired feedback, small group feedback Post-activity description of action and outcome Application ideas

34. Learning Styles Active Participation – asking questions, etc. Class Activities Hands-on Presentations 34 Passive Read Listen Observe

35. Training Methods Training Method % Retained Reading Hearing Seeing Seeing & Hearing Talking & Writing + Doing 35  10% 9 0% 7 0% 5 0% 3 0% 2 0% Effectiveness of information retained is related to training methods used.

36. Critical Perspectives In Adult Education

37. Delivery Skills Use Ice Breaker Communicate the session objectives at the beginning of your presentation Greet the learners individually and as a group (especially on the first day)  Learn the names of the learners quickly Supplement PowerPoint slide information with examples relating to the topic and specific location Be familiar enough with the training materials so you avoid reading directly from PP slides 37

38. Delivery Skills Be sensitive to participants literacy differences Speak loud enough to ensure participants in the back can hear Enunciate your words clearly Avoid saying uhm….. Avoid distracting mannerisms such as jingling change or playing with your hair Involve participants by encouraging and asking questions Pace your delivery according to the time schedule and the material to be covered Cover everything in the training module – handouts, activities, etc., or explain changes -Not equally skilled writing, speaking, reading -Read aloud all instructions and info written down -Ask for volunteers to read or write material 38

39. Resources https://www.youtube.com/watch?v=wIaoBHY1NUE https://endurancelearning.com/blog/powerpoint-and-adult-learning/ https://postgraduateeducation.hms.harvard.edu/trends-medicine/pitfalls-using-powerpoint-adult-learners https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4005174/ https://elearningindustry.com/pedagogy-andragogy-and-adult-learning-theory https://www.the74million.org/article/why-the-adult-education-world-is-overdue-in-embracing-the-science-of-reading/ https://arkansasliteracy.org/tutor-resources/science-of-reading-and-adult-learners-scarboroughs-rope/ https://youtu.be/wIaoBHY1NUE?feature=shared https://ctl.wustl.edu/resources/using-retrieval-practice-to-increase-student-learning/#:~:text=Retrieval%20practice%20is%20the%20strategy,recall%20it%20in%20the%20future .

40. Resources https://www.retrievalpractice.org/strategies/2019/12/16/start-stop-keep https://teacherhead.com/2019/03/03/10-techniques-for-retrieval-practice/ https://academicalliance.com/quick-tips-and-ideas-for-better-rehearsal-techniques/ https://specialconnections.ku.edu/instruction/cognitive_strategies/teacher_tools/rehearsal_strategies https://www.edutopia.org/article/7-ways-get-retrieval-practice-right/ https://larc.uci.edu/2022/10/07/whats-the-best-way-to-improve-my-comprehension-and-memory/ https://www.magneticmemorymethod.com/elaborative-rehearsal/ https://www.greatspeech.com/7-tips-for-improved-reading-comprehension-for-adults/ https://irisreading.com/text-comprehension-exercises-you-can-practice-at-home/   https://bokcenter.harvard.edu/designing-your-course https://ablconnect.harvard.edu/pages/about https://pz.harvard.edu/thinking-routines

41. Ileetha Groom, Ph.D. [email protected] Thank you for attending