Teaching Adults In and Out of College
I have collected and organized specific, visible actions that challenge one to be an effective instructor or professor in higher education. These twelve areas of professional growth provide specifics about what what to learn to do to teach well—not attitudes or generalized aspirations, such as: keep students engaged, design meaningful experiences, provide a road map, give feedback, encourage discussion, and so on. By definition a practice can be demonstrated, regarded, and replicated. A practice is a performance that one can refine over time since it is defined in a way that makes it perceivable at the time it occurs.
I offer what Dr. Kalyn Shea Owens and I wrote applying documentation to first year general chemistry. This applies Making Learning Visible (Reggio Children and Project Zero) to group learning at the tertiary level. I have also included a documentation example in developmental algebra in Mike Nevin’s classroom, where a group of five take on graphing the slope of a linear equation.
Imagine all adults worldwide — parents as well as pedagogues — altering their inherited habits of relating to children and, in concert with others, co-constructing a more enhanced way of being for their own children’s benefit. Here is a path for local, cultural, and community growth — very different from traditional approaches to adult education. Participants discover their own values and practice how they decide they want to be with children.