Adult Learning Theory Syllabus - Davinci.docx (1)

Adult Learning Theory USBE Instructional Coaching Endorsement - Area 2 Course Date: Winter 2022 01/14/2022-05/12/2022 Course Description: The purpose of this graduate-level course is to

Adult Learning Theory

USBE Instructional Coaching Endorsement - Area 2

Course Date:

Winter 2022

01/14/2022-05/12/2022

Course Description:

The purpose of this graduate-level course is to ensure that those obtaining the Instructional Coaching endorsement are prepared to engage with educators utilizing research-based adult learning principles that foster effective professional learning design and coaching relationships

Instructor:

Jessie Maughan

Phone: (801) 678-0775

E-mail:jessica.maughan@davinciacademy.org

Credit: 3 USBE or 3 SUU Credits

Expected Learning Outcomes

As a result of this course, participants will:

● Analyze and incorporate the principles of Adult Learning Theory into the design of professional learning (Knowles, Holton, Swanson 2015) These include:

o The purpose and application of professional learning because relevance is critical to ensure adult learning engagement Adults have a need to know why they should learn something

o Because adults are more self-directed in their learning, they need opportunities for voice and choice to engage with learning

o Adults have a greater volume and different quality of experience than youths This experience should be incorporated into the professional learning and shared throughout the session or course by participants

o Adults become ready to learn when they experience in their life situation a need to know or be able to do in order to perform more effectively and satisfyingly

o Adults enter into a learning experience with a task-centered (or problem-centered or life-centered) orientation to learning

o Adults are motivated by external factors (ie job opportunities, promotion, higher salary, and recognition) and internal factors (ie increased job satisfaction, self-esteem and confidence, quality of life, and other internal factors)

● Recognize and support stages of educators’ development through individual coaching and facilitation of professional learning opportunities

● Build Capacity for educators to develop stronger confidence and self-efficacy as they engage in instructional risks through the supportive adult learning principles applied by the coach

● Recognize and incorporate the differences between pedagogy and andragogy in the professional learning approach - best practices for teaching children vs best practices for teaching adults

● Apply theories of change to ensure that coaching occurs in optimal environments that foster the growth needed to positively impact students

● Effectively differentiate when working with educators to honor their experience and meet their personalized needs (e.g generations, experience, and cultural identity)

Learning Materials:

Merriam, S B., & Bierema, L L (2014) Adult learning: linking theory and practice San Francisco:

Jossey-Bass

“Utah Effective Teaching Standards.” Utah State Board of Education, Aug 2013 This document can be found here: https://www.schools.utah.gov/file/e2c4a21d-853c-4de0-963c-ad4aff0f59a3

Utah Professional Learning Standards Toolkit (2020) Salt Lake City, UT: Utah State Board of Education.

Tentative Schedule of Assignments and Activities

01/14

Synchronous

Meeting

1pm-3:30pm

2.5 Introduction to

Adult Learning Theory

Nearpod Live Lesson with supporting activities

01/15-02/10

Asynchronous

Coursework

10 What is learning?

How can we effectively design for adult

learning?

Adult Learning: Linking Theory to Practice

-● Chapter 1 Traditional Learning Theories

● Chapter 3 Andragogy

Reading Reflection Quiz

Adult Learning Design Assignment

Examining beliefs about adult learning

● Chapter 4 Self-Directed Learning

Canvas Discussion

02/11

Synchronous

Meeting

1pm-3:30pm

2.5 Experience &

Motivation for Adult Learners

Nearpod Live Lesson with Supporting Activities

02/12-03/10

Asynchronous

Coursework

10 Designing adult

learning experiences to promote motivation and change

Adult Learning: Linking Theory to Practice

● Chapter 4 -Self-Directed Learning

● Chapter 6 -Experience &

Learning

● Chapter 8 -Motivation &

Learning

Reading Reflection Quiz

Adult Learning Design Assignment

Canvas Discussion Utah Professional Learning Standards Anchor Assignment

03/11

Synchronous

Meeting

1pm-3:30pm

2.5 Making an impact

by reaching hearts and minds through timely and relevant professional learning experiences

Nearpod Live Lesson with Supporting Activities

03/12-04/14

Asynchronous

Coursework

10 Building

professional learning designs with the power to impact beliefs and practices through reaching the hearts of adult learners

Adult Learning: Linking Theory to Practice

-● Chapter 7 - Body and Spirit in Learning

● Chapter 9 - The Brain & Cognitive Functioning

● Chapter 10 - Adult Learning in the Digital Age

Reading Reflection Quiz

Adult Learning Design Assignment

Canvas Discussion Utah Professional Learning Standards Anchor Assignment

Implications for Adult Learning

Nearpod Live Lesson with Supporting Activities

Meeting

1pm-3:30pm

04/16-05/12

Asynchronous

Coursework

10 Adult Learning in

Today’s World Current circumstances shaping how we design relevant adult learning

Adult Learning: Linking Theory to Practice

● Chapter 5 -Transformative Learning

● Chapter 11 - Critical Thinking & Critical Perspectives

● Chapter 12 - Culture

& Context, Theory &

Practice in Adult Learning

Reading Reflection Quiz

Adult Learning Design Assignment

Canvas Discussion Utah Professional Learning Standards Anchor Assignment

Assignment Descriptions:

Synchronous Nearpod Lesson Engagement

● Each synchronous meeting will include a Nearpod lesson where learners can engage and

participate through the interactive activities, share their thinking in breakout rooms with groups, and in live discussions Following the live session, Nearpod reports will demonstrate the level of participation and attendance in the class meeting Engagement and participation grades will be recorded as part of the overall class grade

Reading Reflection

● This course includes readings that support thought around the concepts introduced in each synchronous session Each reading reflection will include guiding questions that relate to

individual practice for learners within the course The reflection should have thorough responses

to these specific questions as well as an overall response to the reading as it applies to practice Canvas Discussions

● The professional learning community fostered within this cohort will be supported with

opportunity to participate in discussions to share perspectives on the topics within each module Learners will be required to post responses to questions as they relate to their questions and build upon one another’s ideas through replies to posts made throughout the course

Utah Professional Learning Standards Anchor Assignment

● Each principle of adult learning has a direct correlation with the Utah Professional Learning Standards These design standards are anchored in the same research we will be discussing throughout this course In each module learners will be challenged to connect adult learning theory to the Utah Professional Learning Standards through providing examples of the principles

in action as they correlate to the PL standards

Reading Quizzes

● Within each module there are concepts that must be understood to meet the overall objectives

of the course The understanding of these concepts will be assessed through a quiz aligned to the reading assignment in each module

Utah Professional Learning Standards Alignment:

Professional Learning means a comprehensive, sustained, and evidence-based approach to improving teachers' and principals' effectiveness in raising student achievement These standards are required to

be woven into professional learning that is to be recognized by USBE for credit

Learning Communities

● Canvas Discussions

● Cooperative Learning Opportunities

Skillful Leaders

● Opportunities to share the learning with school and district staff

● Capacity-building support for teachers to engage with their peers to facilitate high-yielding coaching practices that impact student learning

Resources

● Available supporting literature

● Time to plan and apply the concepts

Outcomes

● Supporting the classroom practices in targeted, supported reflection and coaching engagement that increases the effectiveness of classroom instruction

● Identify ways that the Utah Teacher Effectiveness Standards support the principles shared in this course

Learning Designs

● Utilize adult learning theory to ensure that participants connect the concepts discussed in this course to their practice

● Ensure that participants in this course can share their relevant experience and built upon it to ensure improved practice

Implementation

● For every module, there should be relevant action for applying the concept with students in the form of research-based coaching practices that support educator growth in effectiveness to facilitate student learning

● Regular feedback on assignments requiring the implementation of specific design and

assessment concepts support their regular, effective use in practice

Data

● Reflection on effectiveness with students as demonstrated in assessments designed through the experience of learning in this course

● Student engagement data should be gathered as participants analyze the effectiveness of their coaching and reflective experiences

Technology

● Technology tools that support the concepts in this course should be included if they are district and USBE approved

● Using Canvas and other technology tools, this course is facilitated in a blended model where teachers can virtually engage and submit artifacts of their understanding of the concepts of this course

Utah Effective Educator Standards Supported:

Standard 8: Reflection and Continuous Growth

The teacher is a reflective practitioner who uses evidence to continually evaluate and adapt practice to meet the needs of each learner

8.c Recognizes and reflects on personal and professional biases and accesses resources to deepen understanding of differences to build stronger relationships and create more relevant learning experiences

8.d Actively investigates and considers new ideas that improve teaching and learning and draws

on current education policy and research as sources of reflection

8.e Develops a professional learning plan based on individual needs and the needs of learners, schools, and educational communities

Standard 9: Leadership and Collaboration

The teacher is a leader who engages collaboratively with learners, famililles, colleagues, and community members to build a shared vision and supportive professional culture focused on student growth and success

9.a Prepares for and participates actively as a team member in decision-making processes and building a shared culture that affects the school and larger educational community

9.c Advocates for the learners, the school, the community, and the profession

9.d Works with other school professionals to plan and jointly facilitate learning to meet diverse needs of learners

9.e Engages in professional learning to enhance knowledge and skill, to contribute to the knowledge and skill of others, and to work collaboratively to advance professional practice

Contact Hours: 45 - To qualify for credit, Southern Utah University requires that learners must complete

15 hours of contact time per credit hour in any given course.

University Policy Statements:

ACADEMIC INTEGRITY: Scholastic dishonesty will not be tolerated and will be prosecuted to the fullest

extent You are expected to have read and understood the current issue of the student handbook (published by Student Services found at this site: https://help.suu.edu/handbook) regarding student responsibilities and rights, and the intellectual property policy, for information about procedures and about what constitutes acceptable on-campus behavior

ADA STATEMENT: Students with medical, psychological, learning or other disabilities desiring academic

adjustments, accommodations or auxiliary aids will need to contact the Southern Utah University Coordinator of Services for Students with Disabilities (SSD), in Room 206F of the Sharwan Smith Center

or phone (435) 865-8022 SSD determines eligibility for and authorizes the provision of services

EMERGENCY MANAGEMENT STATEMENT: In case of emergency, the University's Emergency

Notification System (ENS) will be activated Students are encouraged to maintain updated contact

information using the link on the homepage of the mySUU portal In addition, students are encouraged

to familiarize themselves with the Emergency Response Protocols posted in each classroom Detailed information about the University's emergency management plan can be found at

http://www.suu.edu/emergency

HEOA Compliance Statement: The sharing of copyrighted material through peer-to-peer (P2P) file

sharing, except as provided under U.S copyright law, is prohibited by law Detailed information can be found athttp://www.suu.edu/it/p2p-student-notice.html

ADA STATEMENT:Students with medical, psychological, learning or other disabilities desiring academic

adjustments, accommodations or auxiliary aids will need to contact the Southern Utah University Coordinator of Services for Students with Disabilities (SSD), in Room 206F of the Sharwan Smith Center

or phone (435) 865-8022 SSD determines eligibility for and authorizes the provision of services

DISCLAIMER STATEMENT: Information contained in this syllabus, other than the grading, late

assignments, makeup work, and attendance policies, may be subject to change with advance notice, as deemed appropriate by the instructor