____________________________________________________________________________
Question Collector and Process Checker- the student who assumes this role will be
responsible to collect a list of questions from the Reading Circle session to be included in the
final Reading Circle Portfolio of the group.
You will be responsible to collect a list of questions from the Reading Circle session to be
included in the final Reading Circle Portfolio of the group. Your job is to organize the
findings of the reading circle session for that week and compile it into a single report that
will be included in the final portfolio. Your final portfolio should have the following
subtopics:
Findings from the Keeper of the Talking Stick You must include the discussion
questions that your group engaged in based on the required readings.
Findings from the Passage Master - You must include key passages and discussion
questions that your group engaged in based on the required readings. (The Keeper and
Passage Maker role can be combined *** Strongly recommended)
Findings from the Illustrator- You must attach the picture, sketch, cartoon, diagram, flow
chart or stick figure that the group used in the online reading circle session to capture the
meaning of the readings in a creative way.
Findings from Creative Connector You must include the creative connections to other
important ideas and or personal or professional experiences of the members of the group
in your portfolio. . (Combine the Illustrator and the Creative Connector role *** Strongly
recommended).
Findings from the Question Collector and Process Checker You are to compile the
findings of the above four roles under the sub headings listed and prepare final report for
the groups final portfolio.
You should plan to spend at least a total of an hour or an hour and half in each online
reading circle meeting talking about all 5 roles.
2.
3.
4.
Wes
Passage Master
Lainey
Illustrator
Vicki
Creative Connector
Tess
Alan
2.
use common sense or think analytically, creatively and practically. They choose
when and how to apply abilities.
Adults want to know why they need to know something before they expel their
energy to learn it. They want to know how learning a particular thing will benefit
them.
In my current job, I lead a very large group, around 500 active volunteers.
They do all sorts of things for the community and most are retired. They want
to do things that make an impact on the community and they want to
know how they are being impactful and why it is important that they are doing
what they are doing.
That's my job, to relate the how and the why. So this is the learning opportunity.
When they have this information, they are dedicated and tireless. They are
working for free so there is no paycheck or grade to motivate them. The
motivation is that they are using their practical intelligence to make a difference.
They are being useful and working toward a purpose. The value of a
volunteer hourly rate is $23.07. Wow! So their time is valuable and we recognize
the value of their time because it is their choice how they spend it.
3.
What are some special considerations that should be addressed for "older learners"?
By: Kirsten Howard
Emotion: I always did well in school but was called a nerd. I found out
from my peers that it was not cool to be smart. This was tough on the
smart kids as we had to downplay or be quiet about academic
achievement. Most of the time, I knew the answer to the questions in
class but did not feel comfortable speaking up or raising my hand. To say
this least, this was not an environment that prepared me to go to college.
4.
Passage Master - the student who assumes this role will identify key passages and
guide discussion of them based on the required readings. (The Keeper and Passage
Maker role can be combined)
By: Kirsten Howard
2.
3.
4.
What was going through your mind while you read this chapter(s)?
Can you think of another short story, movie, or book that has a connection with your
reading?
How do you feel these readings relate to your current role as an adult learner?
Adults want to know why they need to know something before they take the
time to learn it and make the choice to learn it.
Motivation helps us accomplish goals. Understanding motivation or why people
learn the way they do is vitally important to helping them to learn. Learning is a
biological process that occurs in the brain.
2. Does culture influence motivation in adult learning?
Yes, culture influences our language, beliefs, values and behaviors which
significantly influence our motivation. The way we think and communicate
cannot be separated from our cultural experiences developed with our families
and peers during childhood and adolescence. Adults bring their personal
experiences to the classroom. We are the history of our lives and motivation is
part of our learning which is part of our cultural experience. Motivation is key to
maximize learning opportunities and achieve goals. Motivation = learning.
Most learning and development occurs in the brain through the process of
strengthening and weakening synaptic connections. The neurons are the basic
functional cells that appear to control learning. The neurons encode, store and
retrieve information as well as influence all aspects of human behavior.
3. What are the characteristics of an adult learner?
Nearly 40 percent of all college students today are adults 25 years or older.
Prorams respond to the needs of adult learners around industry, business and
college. Projected more than 50 percent of all adults between 25 and 55 will be
involved in some form of education by 2010.
In 2002, 29% of all 25 to 29 year olds had completed four or more years of
college.
40% of adult undergraduates, 2.5 million people have annual incomes less than
$25,000.
70% of current jobs require some form of post-secondary education.
Underrepresented groups and low-income adults are underserved students,
lacking accessibility and support financially as well as academic to be successful
in college. This is a big issue for educators. Economic status is linked to lack of
education beyond high school and underrepresentation is higher education.
Adult learners are diverse in race, class, gender ethnicity, sexual orientation,
religion, disability, and age.
Adult learners can be divided into 3 groups. 1) Younger adults age 18-24 who
usually live on campus and are enrolled full-time 2) Working age 25-64 or
working adults 3) Older adults 65 and older.
Today, 73% of all learners are non-traditional.
Women, 25 and older are the majority of adult learners.
Balance work, family and school.
Minorities are 12%
Post-secondary education is the desire for intellectual activities such as reading,
reflecting and problem solving. Learning sustains brain cell growth and higher
cognitive functioning in older adults. Adults value learning and are motivated to
learn.
Traditional age college students develop more complex thinking skills and learn
more when exposed to diverse perspectives through interaction with students
different from themselves.
4. What is multiple intelligences and emotional intelligence in adult learners.
Multiple intelligence - the ability to solve problems in a way that is valued by
ones culture or community. Gardners Multiple Intelligences p. 39 in textbook.
There are at least eight possible/capable intelligences. There are different
strengths or intelligences. Some adults learn best doing hands-on exercises, others
learn best when asked to manipulate symbols or logical mathematic intelligences.
Adults possess many different profiles of intelligences to complete tasks. Tools
and techniques are part of ones intelligence.
Practical intelligence practice opposed to theory, usefulness or doing as opposed
to intellectual curiosity. Everyday actions work toward a purpose which is based
on prior experience. In areas of expertise show quick problem solving and
superior memory. Common sense or think analytically, creatively and practically.
Choose when and how to apply abilities.
Tactic knowledge knowledge that reflects the practical ability to learn from
experience and to apply knowledge in the pursuit of personally valued goals.
Emotional intelligence 1995 Daniel Goleman to be successful in life one must
use the 5 domains of emotional intelligence. These are: knowing ones emotions,
managing ones emotions, motivating oneself, recognizing emotions in others and
handling relationships.
In adulthood, intellectual capacity of genetic expression, experience and
knowledge that displays continued growth and highest potential in culturally
relevant, real-life situations.
Memory the initial processing and storing of information that occurs within
approximately 5 to 30 seconds become more problematic as adults.
Example remembering several new names just after being introduced. As people
get older, they have more problems transferring (encoding) information into longterm memory. But storage of encoding memories is fairly constant as people age.
Older adults process information more slowly, especially when complex. Adults
tend not to learn information they do not see as relevant.
Adults learn new information when it is integrated with their prior knowledge
remember info and use info into old age.
Adults as learners:
Present new information in ways that are meaningful and relevant
Include aids such as mnemonics, advance organizers and checklist to help older
adults organize and relate new material to prior knowledge
Present at a pace that permits mastery in order to strengthen long-term memory
Present one idea at a time
Summarize frequently
Illustrator - the student who assumes this role will be responsible to capture the meaning of a
reading or set of readings in a creative way
By: Vickie Young
http://goanimate.com/videos/04364YBizk6E?
utm_source=linkshare&utm_medium=linkshare&utm_campaign=usercontent
Creative Connector - the student who assumes this role will be responsible to make creative
connections to other important ideas and or personal or professional experiences of the
members of the group
By: Tess Collins
deconstruct a system that has been created based in EuroAmerican beliefs and values. The five elements include, 1.
Belief in superiority, 2. Belief in inferiority i.e. speaking with an
accent or uncivilized 3. Power to impose standards 4.
Manifestations in Institutions- policies 5. The invisible veilunconscious awareness of bias- yes, we all have it.
Sue & Sue (2008) continue throughout their text discussing
cultural context of various racial and ethnic group, further
explaining considerations how different reactions and feelings
based on ones culture. For example, they way different
cultures conceptualize time. Euro-American culture is very
forward thinking as Native American Culture is very present
time thinking.
3. Culture- SOCIOECONOMIC STATUS, ACCESS, and EMOTION: I
made this connection personally as first generation college
educated woman from rural Appalachia. Not until adulthood
did I realize how my culture and limited access affected my
learning. Not that I am dumb, but for a long time being from
the mountains was being dumb. Appalachians werent good
enough. I grew up in a coal town. You were in medicine, a
teacher, or something related to coal mining. You got out
when you go educated then you were better. My culture
affected my worldview. I also didnt have access to certain
things so sometimes it was difficult for me to build of previous
experiences and make meaning. My parents went to work and
came home, there wasnt much time or money for much
cultural endeavors or travel. It affected how I learned. I was
highly stressed and always felt less than in most of my
classes. My feelings were negative about learning. I also chose
to attend graduate school in a city with a very different culture
that only new one thing about mine bad portrayal of reality
shows and my thick mountain accent. Not Southern, Mountain.
People would make fun of my accent back to me, it didnt help
me learn! I didnt feel inclusive, I didnt feel respected. I am
quiet when I feel dumb. This is my personal connection to
culture and learning.
4. Aging and emotional intelligence: This was the connection
of currently being an adult learner. I wanted to address
Question Collector and Process Checker- the student who assumes this role will be
responsible to collect a list of questions from the Reading Circle session to be included in the
final Reading Circle Portfolio of the group.
By: Alan Ledford
Text Book Notes by: Thomas Williamson
education, part-time attendance, financial independence, fulltime job, dependents other than spouse, being a single parent, &
having a nonstandard high school diploma (p.32-33).
Focus of the book working-age adults, nontraditional students &
older adults (p.33).
Many college students are 25 and older or are younger with
characteristics of working-age adults such as full-time jobs and
dependents (p.34).
Common goals adult learners want to use knowledge and skills
to enhance careers or professional opportunities (p.34).
Older Adults learning adds purpose to life, improves health,
related to better physical vitality and cognitive function, &
essential to a satisfying later life (p.34).
Older Adults continued learning sustains brain-cell growth &
higher cognitive functioning, value learning for is own sake,
choose what they want to learn, find learning to be intrinsically
motivating (p.34).
Intellectual Functioning
Standardized intelligence tests are academically orientated and
fail to detect an adults capacity to solve real-life problems
(p.38).
Intelligence cannot be conceptualized apart from context in
which people live (p.38).
Capacity for 8 intelligences: linguistic, logical-mathematical,
musical, spatial, bodily kinesthetic, interpersonal, intrapersonal,
& naturalist (p.38-39).
People have a profile of intelligences that combine to complete
different tasks tools and techniques are part of ones
intelligence and its use (p.38).
Practical Intelligence
o Practice as opposed to theory, direct usefulness as
opposed to intellectual curiosity, . . . and commonplace,
everyday action or thought with immediate, visible
consequences . . . it seeks to do, to move, to achieve
something outside of itself, and works towards that
purpose (p.40).
o What we call expertise, often based on prior experience,
and will have a quick and superior memory response and
ease for problem solving (p.40).
o Sometimes we call it common sense
o Being successfully intelligent (practical intelligence)
involves thinking analytically, creatively, and practically
and choosing effectively how and when to use these
abilities (p.40).
o Tacit knowledge (part of practical intelligence) knowledge
that reflects the practical ability to learn from experience
and to apply that knowledge in the pursuit of personally
valued goals (p.40).
Five domains of emotional intelligence knowing ones emotions,
managing ones emotions, motivating oneself, recognizing
emotions in others, and handling relationship (p.41).
Memory (focus on older adults)
o Working memory the initial processing and storing of
information (happens within 5-30 seconds) (p.41).
o Becomes more problematic as adults age doesnt works
as well (p.41).
o Long-term memory capacity to retain information for
minutes or years and the older we are the harder it is to
transfer (encode) information into long-term memory
(p.41).