STUDY GROUP OUTLINE

Learning to Think, Learning to Learn:
What The Science Of Thinking And Learning Has To Offer Adult Education
by Jennifer Cromley, published by National Institute for Literacy, c 2000.


Fact Sheet 17: Supporting Good Thinking
Principle: Motivation Comes from Classrooms, Not Just Teachers

  1. Motivation from teachers is important, but, according to the author, motivation from the overall classroom experience is at least as important. (Pgs 171-173) Why do your students “want” to learn—because they enjoy socializing in the classroom, because they want a GED, because they like to learn new things, because there is some outside pressure (welfare, family, employer, other), or other reasons? How can knowing “why” affect the classroom environment you attempt to create?
  2. How can teachers use a weekly “free reading time” to encourage students to pursue topics they are interested in learning about? (Pg 173)
  3. Are the materials, including textbooks, you use in your classroom focused on real-world topics and issues? If yes, what have been your most successful topics? If not, how could you update your materials and topics?
  4. What are some ways you help individual students succeed in their choices (for example, providing a video of Animal Farm to a student who is struggling with vocabulary and meaning in the book)? (Pg 174)
  5. What reading strategies have you taught this year and why did you select those? (Pg 175)
  6. Small group learning seems to improve retention of adult literacy students. (Pg 175) How do you use pairs, triads, and groups of four to six? How many students are in your class—both on the roll and in class regularly?
  7. Federal and state funding is based on standardized tests of knowledge, like TABE and BEST. Our students’ success throughout their lives is based on understanding. (Pg 175) How can adult education teachers reconcile these conflicting standards?
  8. Give examples of the differences between a teacher showing that he cares about a student personally and a teacher showing that he cares about a student’s learning. (Pg 175)
  9. “Rewards need to be related to learning for understanding (not just the right answer), using good strategies (not just using ones the student is comfortable with), and making real progress (not just for showing up, doing exercises, or participating).” (Pg 175) Does this explain why some students with consistently perfect attendance still move through ESOL, ABE, and GED programs slowly while others whose attendance is not as good move rapidly? Think of one student in your current class who is not satisfied with her learning progress. What could you do with/for this student that would help her see more progress?
  10. The author presents a scenario of her learning to play the violin (Pg 176-177). Write your own scenario for something you have learned.

Adult Learning—A Summary
Principle: Adults Show The Same Patterns Of Learning As Children, But Very Few Studies Have Been Done

This fact sheet reviews each of the Previous sheets.

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