STUDY GROUP OUTLINE
Learning to Listen, Learning to Teach:
The Power of Dialogue in Educating Adults
by Jane Vella, published by Jossey-Bass, Inc., Publishers, c 1994.
Part Two: The Principles in Action - Across Cultures and Around
the World
Chapter 9 - Learning with Ideas, Feelings, and Actions
- According to the author, every adult learning task should include three
things: ideas, feelings, and actions. (pg 114) Are all of these parts of
your normal lesson planning? If not, which one or two do you include most
often?
- This chapter describes a learning situation in a former colonial colony,
still deeply entrenched in historical roles: White Europeans instruct black
Africans; black Africans do not question what they are told to do and think,
even when those instructions violate cultural traditions and norms. Have
you ever encountered this, or another, deeply held belief (conscious or unconscious)
in the natural superiority of one group of learners over another group? If
so, were you able to create a safe learning environment for the underdogs
and an eye-opening opportunity for the top dogs? How did you do it?
- Mikaeli, a young Zambian priest, began to report on his group's discussion
but was interrupted by an older Irish priest who criticized Mikaeli's English,
suggesting that another person, who was also white and Irish, give the report. "Tom
took the paper from the hands of the startled Zambian, who sat down in shock
and shame. No one in the room commented on the incident; nor did anyone oppose
what had occurred." (pgs 116-117) Has this happened in your classroom?
In another location? What did you do?
- Ms. Vella suggests that we examine the printed curriculum materials we
use in our classrooms prior to using them. Are they culturally respectful
of and responsive to the participants in the class? (pgs 122-123) Are only
printed materials (textbooks, posters and resource books) guilty of being
inappropriate? How could video and audio tapes be offensive? What are five
specific things you could do if you are in a position where the only materials
available are ones that are culturally insensitive to your students?
- ''When teaching a concept, it is vital to include affective and psychomotor
aspects. When teaching a skill, it is important to include the affective
and cognitive. When teaching an attitude, we need the cognitive and the psychomotor.
They naturally complete one another." (pg 123) Give two examples that
apply to the ability level of your students that demonstrate this principle.
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