May 30, 2016
(Tuesdays with Jane is a virtual learning series for those wishing to read or re-read Jane's books and immediately apply their new learning to their workplace. In preparation for this task, read Chapter 3 in the book Learning to Listen, Learning to Teach.)
How the Principles Inform Course Design: Two Examples
Chapter Three moves quickly from theory to practice. The two examples offered here are different in many ways, and yet show a consistent use of the principles and practices.
I like the way the chapter moves through the process of design in each instance, slowly, somewhat clumsily and with careful inclusion of each step, and all the principles.
When Chapter Three is re-written, it will include the new Eighth Step, So That: behavioral evaluation indicators to support the section on outcomes.
Reading the Seven Design Steps on page 44 and on page 48 showed me how natural it is to have this new design step (the So That) after the Why: the situation. It also corroborates my recognition that Dialogue Education is a research agenda: always changing.
Some great lines from Chapter Three:
- “Who needs what as defined by whom is the question at the heart of the learning needs and resources assessment.” p38
- “The timing of a community education event is always a political decision.” p39
- “Adult learners know when they are being respected.” p41
- “We know we are modeling a new way of teaching.” p49
- “When learning tasks involve all three aspects [cognitive, affective, and psychomotor] they work.” p52
A LEARNING TASK:
As you read this chapter, what new realization came to you about the relationship of the principles and practices to the design of a course?