From Telling to Teaching A Dialogue Approach to

From Telling to Teaching A Dialogue Approach to

From Telling to Teaching A Dialogue Approach to Adult Learning Karen Sherbondy, MEd, RD, LD Different teaching method Learner-centered education Hands-on activities Participants actively engaged

in learning Discussion Describe what you know about facilitated dialogue or learner-centered education Describe what you want to learn about using a dialogue approach in teaching What concerns do you have about teaching this way?

Sharing Learner-centered education (LCE) Teaching that involves active participation of the leader and the learner Gets all involved and centered on the learning Sharing and comparing experiences of the learners

Creates a safe environment for learners to consider changing behaviors LCE IS About the learner About what the learner needs to do to remain engaged and excited Structure within the flow of discussion and exchange of ideas

LCE is NOT About the educator Lectures with activities added Based on a pre-written script Laying the foundation Reinforce learning Partner interactions

Open questions Learning style preferences Activate prior learning Setting the learning environment Adult learning principles Environment Safe Respectful

Work in small groups Information Personally relevant Immediately useful Style Engaging Open-ended questions

Remember learning styles Activate prior learning and experience Why do we activate prior learning? Link new information to what already know Which describes how you learn best? ____I learn best when I read and take notes.

____I learn best when I am part of a group and can discuss information. ____I learn best when I am part of a group and listen to the speaker. ____I learn best when I use a combination of the above. Learning style preferences

Visual Auditory Kinesthetic Do it all Incorporate all learning styles into your teaching

Hear it Write it Do it Say it Open-ended questions Allow for conversation Let learner reflect and make personal meaning of new information

Involve thinking Require active listening by the facilitator io Tr s k l

ta Tab le c hat s Partnerships!

Partn ns o i t c a r

er in te Reinforce the learning How can your learners review information in fun, yet meaningful ways? How can you improve the odds that they will use the information or skill after they leave you?

Learner-centered approach Balance between meeting learners need while providing valuable information Whos the expert? Educator is the expert in information and the experiences of others Client is the expert in his/her behavior and life

Dialogue approach The delivery of new information combined with opportunities for learners to do something with it Open question and responses Conversation Learners decide the meaning of new information and importance to them

What What is to be taught? What do participants need to know or know how to do? What Decide what to leave in and what to leave out! We should be teaching half

as much in twice the time Let go of content! What will the learners do with the content? Link content to an achievement objective Information they need What they will do with information How it will happen

How How will the session be designed so that the learners will achieve the objectives? Learning Tasks Anchor Add Apply Away

Anchor Ground the topic in the learners lives Add Provide new information Apply Have learners do something with the

information Away Allow learners to move the information into the future Comparing teaching approaches youth vs. adult

Youth Experiential approach Adult Dialogue approach Do Anchor Add Reflect.. Apply

Apply. Apply/Away Strategies to use

Open-ended questions Pros and cons grid Tell a story Scale of 0 to 10 Menus and list of choices Trade-off analysis Open-ended questions

What do open-ended questions sound like? Scenario Learners have asked you how to get children to eat more vegetables Traditional closed-ended questions Do you worry about your child not eating vegetables? Are you interested in getting your child to eat

more vegetables? Open-ended questions Find out if learner recognizes there is a problem What might be the benefits of eating the vegetables you are serving your child? Find out if learner has any concerns about the issue What do you worry about when your child doesnt eat

vegetables? Find out learners level of intention of changing behaviors What do you want to know about how to get your child to eat more vegetables? Find out learners level of confidence in making changes We have discussed several ideas to get your child to eat more vegetables. Which ideas would work for you, and why do you

think they would work better than other ideas presented? Pros and cons grid Helps learners to consider both sides of changing behavior Provides information to facilitator about obstacles learners face t n

o d I If e chang ?

If I do change Pros and cons Any change brings positive and negative consequences See both sides and determine if pros outweigh cons See what will make change work and what will

interfere with change Always a cost to not changing Immediate or delayed Pros and cons scenario Learners ask how to get children to eat more vegetables. Proposed change-be a role model and eat vegetable yourself.

Pros If I change My child will see me eat vegetables and will try them If I dont change My child may get sick more often

Cons If I change I dont like vegetables and will gag in front of my child If I dont change My child wont learn to

like vegetables Tell a story Creates a safe situation to get responses Use open-ended questions to get discussion started Make questions specific to learners needs Tell a story

Mrs. Smith serves soda pop with lunch and dinner. Both she and her children have cavities, are overweight and dont drink enough milk. Suggested open-ended questions What else could she serve as a drink with meals? What might happen if she continues not to serve milk with meals?

Scale of 0 to 10 Can use to get learners to react to an idea or suggestion that doesnt reveal personal information Not appropriate with all cultures Alternate-offer 3 points-the ends and one middle point Always Sometimes

Never Scale of 0 to 10 Present a situation or suggest a behavior to the group Ask group to think about how they would rate their response on a scale of 0 (least) to 10 (most) Responses provide answers that support change or describe barriers

Explore why someone may have answered a lower or higher number On a scale of 0 to 10, someone could have answered a lower/higher number. Why do you think she may not give a lower/higher number? Menus and list of choices Provide list of possible suggestions Learners look at list and select one or more

choices to consider Encourages learners to work as a team Here are some ideas about healthy drinks to offer children. Which one would you choose? How much would you give? Trade-off analysis Ask questions that allow for dialogue about what are the trade-offs to change

Use open-ended questions What might happen if _______? What other reasons________? What will you do if________? How will you handle the situation if______? Lets practice The power of the visual

Why use visuals? Help learners by adding graphic organizers Facilitation skills Waiting Affirming Weaving

Our goal Invite learners to make meaning and form new ideas, skills and behaviors to fit into their own context Our role To teach, not to tell

Concerns Keeping dialogue on track Handling misinformation * Be sure to create an environment of acceptance and respect Keeping dialogue on track Frequent summarization of the learners

comments can assure dialogue continues to closure Summarization statements Lets review what has been mentioned so far. In summary, we can say that most of you think I think I have heard you agree to the following Many of you have different opinions. Lets take a moment to review these.

What else? What are some other statements that can be used to begin a discussion summary? Be sure to create an environment of acceptance and respect Handling misinformationAffirm, add, and move on Affirm person that made erroneous comment

Thank you for bringing that up since lots of people think that. Give concise response New research has shown that Move on by reaffirming the learner and getting back to the discussion

Handling misinformation Traditionally we used to teach that_______ Now we know more about________ Other research has found________

We can discuss that later because the rest of the group wants to move on Lets reflect Discussion questions Describe the experience of teaching using the dialogue approach. What goals do you have?

What concerns do you have? What are your questions? Putting it together What other information do you need to allow you to implement facilitated dialogue? What additional information that you would like to have?

Sharing References Norris, Joye (2003). From Telling to Teaching: A Dialogue Approach to Adult Learning. North Myrtle Beach, SC: Learning by Dialogue.

Sigman-Grant, M. (2004). Lets Dance. Facilitated Dialogue Basics; A Self-Study Guide for Nutrition Educators. University of Nevada Cooperative Extension.

Recently Viewed Presentations

  • History of Photography

    History of Photography

    History of Photography. ... It comes from the Greek words "phos" meaning LIGHT and "graphein" which mean TO WRITE. The pinhole camera or the CAMERA OBSCUREA (Dark Chamber) can be traced back to the Greeks and Chinese as early as...
  • Using packet drop precedence for graceful degradation

    Using packet drop precedence for graceful degradation

    Using packet drop precedence for graceful degradation Date: 2009-01-18 Authors: Abstract As one of its objectives, the 802.11aa PAR has: Graceful degradation of audio video streams when there is insufficient channel capacity, by enabling packet discarding without any requirement for...
  • Analysis Consequences of Dependent Measurement Problems in Research

    Analysis Consequences of Dependent Measurement Problems in Research

    This research was supported by grant AG5159 from the National Institute on Aging. I thank Nicole Adams, Azra Rahim, Heather Mowry, Joe Rogers, Phillip King, Thea Lander, and Reggie Silbert for assistance with data collection.
  • Introduction to Resources: Accounting, Finance and Economics

    Introduction to Resources: Accounting, Finance and Economics

    www.uel.ac.uk /library. Click on Library Search. Type title, author or subject area. Click on 'Get it' to see where book is or 'View it' for e-books. Sign in . with UEL login to . my account . to renew and...
  • Warm up

    Warm up

    For example, early in development, all vertebrate animals have a notochord, a rod made of cartilage that runs the length of the embryo's body, and gill slits. The bones of these animals are very similar to one another. What do...
  • Reactive Testing workshop - Electric Reliability Council of Texas

    Reactive Testing workshop - Electric Reliability Council of Texas

    Information from 2013 Reactive Testing workshop. Outline . Clarify how Nodal Protocols for Voltage Support and Unit Reactive Test are related and dependent. Define CURL and URL. ... Type 2: Wound rotor induction generator with variable rotor resistance .
  • Limiting Heat Burden While Wearing Personal Protective Equipment

    Limiting Heat Burden While Wearing Personal Protective Equipment

    Purpose. Working in the harsh conditions in West Africa and other risk factors, including wearing PPE, puts healthcare workers at risk for heat-related illnesses.
  • Monetary Policy and a Stock Market Boom-Bust Cycle

    Monetary Policy and a Stock Market Boom-Bust Cycle

    Advance information seems to play an important role in business cycle dynamics Important in variance decompositions Boom-bust of late 1990s seems to correspond to a period in which there was a lot of initial optimism about technology, which later came...