TEACHING WITH PRIMARY SOURCES Level III Training Section Two ADULT LEARNING MODULE

1. TEACHING WITH PRIMARY SOURCESLevel III TrainingSection TwoADULT LEARNING MODULE

2. TPS Workshop Objectives Objectives: As a result of completing the Adult Learning Module, the learner will be able to: Describe/discuss core concepts of adult learning theory and how they apply to TPS professional development and coaching. Adapt and deliver an effective TPS presentation or activity applying adult learning concepts. Evaluate the use of adult learning theory in TPS presentations and professional development

3. TPS Program Module Agenda Program Schedule and Learning Agreements  Presentation on Characteristics of Adult Learners Adult Learner Warm-Up Exercise Adult Learning Considerations Communication/Relationship Styles Examination TPS Program Section Reflection   (

4. Adult Learning Principles • Adults are self-directed learners • Adults build on prior experience • Adults want learning that is practical • Adults want leaning to have immediate applicability • Adults are internally motivated • Adults need to know why they need to learn something

5. Adult Learning TheoriesPedagogical Theory

6. Adult Learning TheoriesAndragogy Theory

7. Adult Learning TheoriesSelf-Directed Learning

8. Professional Development Design Implications Adult Learners Need: “Realistic’ goals and objectives Some control over learning Peer support during training To receive feedback To participate in small group activities To have experience acknowledged Follow-up coaching and support

9. FOUR MAJOR COMMUNICATING STYLES INTUITOR Conceiving, projecting, future oriented THINKER Analyzing, ordering, fact oriented FEELER Relating and responding to emotions SENSOR Relating and responding to events

10. COMMUNICATING STYLES: Training, Coaching and Mentoring INTUITOR Conceiving, projecting, future oriented THINKER Analyzing, ordering, fact oriented FEELER Relating and responding to emotions SENSOR Relating and responding to events Each person has a primary and secondary style Knowing yours and those you are training, coaching and mentoring facilitates learning A balance of styles tends to enhance performance and problem-solving potential

11. COMMUNICATING STYLES SAMPLE CHARACTERISTICS

12. STYLE CUES SPREAD BETWEEN SCORES A seven plus spread suggests a clearly greater reliance on the higher score style (e.g., 41 points for Intuitor as the primary style and 31 points for Thinker as the secondary style) A relatively equal distribution of points indicates a lack of style preference - this can be for a variety of reasons STYLE SHIFTS UNDER STRESS Note shift in either primary or secondary style. This can influence your own behavior and perceptions and reactions of team-mates Large increase in feeler and decline in thinker style with feeler becoming second style. Person can shift from being seen as logical, controlled and impersonal to being seen as more personalized and emotional in actions Normal Conditions Stress Conditions

13. TPS TTT Program ParticipantsCommunication Styles Map: Normal Conditions

14. TPS TTT Program ParticipantsCommunications Styles Map – Stress Conditions

15. TPS TTT Program ParticipantsCommunication Styles Map: Normal Conditions

16. TPS TTT Program ParticipantsCommunication Styles Map: Stress Conditions

17. Wrap-up/Reflection/Program Evaluation/ Homework • What did you like the most about the section? • What did you like the least about the section? • What was your most significant learning for the section? • Do you have any outstanding questions that you would like addressed? • Do you have any general observations that you would like to share with the group?