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Learning to Listen, Learning to Teach: The Power of Dialogue in Educating Adults (Paperback)
by Jane Vella
| Category:
Adult training, Teaching, Education |
| Market price: ¥ 340.00
MSL price:
¥ 288.00
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| Stock:
Pre-order item, lead time 3-7 weeks upon payment [ COD term does not apply to pre-order items ] |
MSL rating:
 Good for Gifts |
| MSL Pointer Review:
An excellent book which demonstrates the power and value of dialogue over monologue, and active over passive learning when it comes to educating adults. |
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Author: Jane Vella
Publisher: Jossey-Bass; 1st edition
Pub. in: June, 2002
ISBN: 0787959677
Pages: 263
Measurements: 8.9 x 6 x 0.9 inches
Origin of product: USA
Order code: BA01605
Other information: ISBN-13: 978-0787959678
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Rate this product:
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- MSL Picks -
Vella demonstrates through real life examples how her twelve transcendent principles flesh out in a variety of specific contexts all around the world. This book is designed to help all adult educators embody and model a more effective way to facilitate actual learning. Not only does the book clearly explain and illustrate the twelve principles, but it also calls us to engage and analyze the principles along the way. This book demonstrates what active learning is all about.
A quick summary of the principles for effective adult learning:
1. Needs Assessment: The First Step in Dialogue
It is important to have a need-oriented approach to learning, where the scratch meets the itch by asking the www (political) question - "Who needs what as defined by whom?"
2. Safety: Creating a Safe Environment for Learning
Creating an atmosphere where learners feel safe: where they can trust in the feasibility, relevance and sequence of the learning objectives; where the learners can be both "creative and critical" in their response to the program in an affirming environment.
3. Sound Relationships: The Power of Friendship and Respect
The relationship between the teacher and student is vital. The more that the teacher can formally and informally create a relationship of mutual respect, the greater the motivation and learning potential of the adult learner.
4. Sequence and Reinforcement: Knowing Where and How to Begin
Based upon the needs assessment, the teacher designs an appropriate sequence of lessons moving from simple to complex and from group supported to mastering the lessons alone, in a way the reinforces the learning outcomes. The Seven Steps of Planning: Who, Why, When, Where, What For, What and How help design and reinforce the achievement-based objectives.
5. Praxis: Action with Reflection
Praxis is practice in dynamic relation with thought, where the learner engages in the practice of a new skill, attitude or concept - then immediately reflects on what they just did. The process of action and reflection, practice and thought is repeated in a cyclical process, each informing the other.
6. Respect for Learners: Learners as Subjects of Their Own Learning
In as far as it is possible, allow adult learners to determine what occurs in a learning event, based on their need assessment and the seven steps of planning.
7. Learning with Ideas, Feelings and Actions
Active learning is more effective than passive learning and requires learning objectives that help people think, feel and do.
8. Immediacy: Teaching What is Really Useful
Inviting people to immediately use a skill and see its benefit, gives them motivation to continue to learn more of the skills set out in the learning sequence.
9. Clear Roles: Reinforcement of Human Equity between Teacher and Student
The goal is to do whatever is necessary to foster honest dialogue, so that adults can learn together - while at the same time clarifying who has a deliberate voice and who has a consultative voice.
10. Teamwork: How People Learn Together
By using small groups in healthy competition with each other, the learners are able to provide reinforcement and constructive feedback with each other, enabling effective learning.
11. Engagement: Learning As an Active Process
The goal is not to cover a set of materials, but to allow the learner to engage in an active process of learning by doing.
12. Accountability: Success Is in the Eyes of the Learner
In the end, the educator wants to understand if the learner has actually learned the achievement-based outcomes. The best way to determine if someone has learned is to see if the learner is able to put into action what they have learned and if they have confidence that they "know that they know".
This is a great book to help teachers engage their students in active learning.
(From quoting JR Woodward, USA)
Target readers:
Anyone interested in education and training at any level.
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Jane Vella the founder of Global Learning Partners, Inc. is an adjunct professor at the School of Public Health, University of North Carolina, Chapel Hill. She has designed and led community education and staff development programs in more than forty countries around the world. She is currently retired and living in Raleigh, North Carolina, where she continues her research on adult learning.
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From publisher
In this updated version of her landmark book Learning to Listen, Learning to Teach, celebrated adult educator Jane Vella revisits her twelve principles of dialogue education with a new theoretical perspective gleaned from the discipline of quantum physics. Vella sees the path to learning as a holistic, integrated, spiritual, and energetic process. She uses engaging, personal stories of her work in a variety of adult learning settings, in different countries and with different educational purposes, to show readers how to utilize the twelve principles in their own practice with any type of adult learner, anywhere.
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Malcolm S. Knowles(MSL quoted), USA
<2008-12-25 00:00>
The deep lessons [this book] contains creep up on you and flower into joyful insights. Jane Vella is one of the most gifted adult educators I have known. |
Adult Education Quarterly(MSL quoted), USA
<2008-12-25 00:00>
The stories furnish 'real life' support for the effectiveness of this approach to adult learning in different cultures and give the reader the opportunity to vicariously experience popular education in action. |
Library Journal (MSL quoted), USA
<2008-12-25 00:00>
Recommended for anyone interested in education and training at any level. |
From a guest reviewer(MSL quoted), USA
<2008-12-26 00:00>
This book demonstrates how to apply the principles of adult learning theory when teaching groups of adults. Even adults of cultures very different from your own.
My favorite line: "Teachers do not empower adult learners; they encourage the use of the power that learners were born with."
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