Open to Faculty and Staff - Monroe Community College
Designing and Facilitating Adult Learning and DevelopmentStrong, responsive facilitation is not all we need to support adults as they learn – the design of that learning is equally important. And if we believe that adults all come with the capacity to do the work involved in learning, it becomes critically important that we create designs that maximally support them. 099949000“Learning is not the product of teaching; learning is the product of the activity of learners.” John HoltOpen to Faculty and Staff────Monday - Tuesday June 12 and 13 8:30am – 4:30pm────Explore assumptions (our own and others) about how adults learn────Develop and receive feedback on a professional learning agendaFacilitators:Gene Thompson-GroveNational Consultant, Facilitator and CoachTransformational Learning for Equity and ExcellenceGena MerlissCoordinator, Teaching and Creativity CenterDesigning and Facilitating Adult Learning and DevelopmentWHO:Monroe Community College Faculty and StaffWHEN:Monday and TuesdayJune 12 and 13, 20178:30am – 4:30pmWHERE:Monroe Community College, Rochester, NYWHY:Strong, responsive facilitation is not all we need to support adults as they learn – the design of that learning is equally important. And if we believe that adults all come with the capacity to do the work involved in learning, it becomes critically important that we create designs that maximally support them. LEARNING OUTCOMES:Explore assumptions – our own and others - about how adults learn.Consider principles of adult learning and apply them to a learning design.?Evaluate the role of adult learning tasks in promoting authentic accountability.?Analyze and apply eight steps of design.?Consider the role of constructivist adult development as we design adult learning.Develop and receive feedback on a professional learning agenda.Problem-solve common facilitation challenges.SO THAT:Learners can design meaningful agendas for adult learning which results in improved and/or transformed educator practice that leads to increased student learning."Don't ever do what the learner can do; don't ever decide what the learner can decide." Jane Vella ................
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