Adult Learning Project

Sketch out the design of one lesson or session of 3-6 hours length that will be useful to you in your work. It may be a formal lesson within an educational institution or a (corporate) training program.

See the following sections that will be graded, as well as the grading rubric below.

Institutional Context

Identify the location of the proposed adult learning session so that contextual factors that inform the design are clear.
Explain the purpose or reason that the learning is needed and identify the problem that the training seeks to remedy.

Problem Identification

Give a detailed profile of the learners or participants in the training. This should be in enough depth that that those reading the lesson plan can discern whether it would meet needs of learners in another context.

Learning Outcomes/Goals and Objectives

Write clear learning outcomes, goals and objectives. Follow the A,B,C,D format for all goals. Goals and objectives should show clear alignment with principles of andragogy.

Integration of Transformational Servant Leadership and Values Based Leadership

Incorporate TSL and VBL in every activity in the learning design.

Learning Activities

The activities should be clearly informed by principles of andragogy, and described well so that anyone could facilitate them.
The sequence of activities should make sense and the timeline should be clearly outlined for each activity and steps of activity (3-6 hours in length).
Be sure to organize the activity information well and have a clear and consistent format.

Format, Mechanics of writing

Use subheadings according to the assignment guidelines.
Make sure there are no errors in grammar or composition.

Resources and Materials

Your assignment should be clearly described, listed, and appropriately referenced.
Follow the APA formatting protocols for writing and referencing.
Prepare and include all handouts, ppts and other materials in the Learning Design so that it is ready to be facilitated.

Assessment

Clearly describe your system for collecting information about students’ abilities, characteristics, skills, understanding and knowledge; less emphasis on summative testing and more emphasis on formative assessment; gathering data while teaching and learning are occurring.

Peer Review Comments by classmate

Address feedback as appropriate/according to rubric and show how you would use feedback to improve the Lesson Design.

Your Peer Review of someone else’s Lesson Design

Show evidence in your comments of comparing your draft to the rubric criteria – provide in depth comments and suggestions.
Be hard on content, soft on people. Show evidence of challenging peers to think beyond or differently about some aspect of their submission. Kind, specific, helpful comments refer to specific sections and avoid generalizations. There should be no errors in grammar or composition.

Assignment Structure

Your design document will utilize the following organizational structure: (use titles)

Institutional Context (Where?)

Intents (Why?)

Problem Identification
Learner Analysis
Learning Outcomes/Objectives
Integration of Transformational Servant Leadership and Values Based Leadership.

Activities (How?)

Learning Activity (What?)

Program Sequence (When?)

Resources (With What?)

Assessment (What was Learned?)

Use the course textbooks to guide your thinking and structure the content within each of the above sections.

Peer Review of Adult Lesson Design Assignment

Post a draft your Adult Lesson Design assignment to Moodle for peer review.

Respond to your assigned colleague’s draft adult lesson design.

Peer review pairing will be given in advance.

Your peer review should be collegial and address issues like grammar and structure as well as the quality of arguments and evidence presented in the paper. Use the rubric as a guide and give suggestions accordingly.

Please remember!

Be Kind: Always treat others with dignity and respect. This means we never use words that are hurtful, including sarcasm.
Be Specific: Focus on particular strengths and weaknesses, rather than making general comments like “It’s good” or “I like it.” Provide insight into why it is good or what, specifically, you like about it.
Be Helpful: The goal is to positively contribute to the individual or the group, not to simply be heard. Echoing the thoughts of others or cleverly pointing out details that are irrelevant wastes time.
Participate: Peer critique is a process to support each other, and your feedback is valued!
When critiquing a peer’s work, use “I” statements. For example, “I’m confused by this part,” rather than “This part makes no sense.”
Use questions whenever possible. For example, “I’m curious why you chose to begin with…?”, or “Did you consider adding…?”

Remember the three important phrases:

“I notice….”

“I wonder….”

Grading Rubric

Criteria	Exceeding Expectations 3	Meeting Expectations 2	Not Yet Meeting Expectations 1
Institutional Context(Where?)	The location of the proposed adult learning session is identified in sufficient depth so that contextual factors that inform the design are clear.	The location of the proposed adult learning session is identified but there is insufficient information about contextual factors that impact design.	The location of the proposed adult learning session is not identified.
Intents (Why?) Problem Identification	The purpose or reason that the learning is needed is clearly explained in sufficient depth. The problem that the training seeks to remedy is identified clearly.	The purpose/ reason is explained but there is insufficient depth.	The purpose or reason for the learning is not identified. The problem that the training seeks to remedy is not identified.
Intents (Why?) Learner Analysis	A detailed profile of the learners or participants in the training is given in sufficient depth that anyone else reading the plan can discern whether it would meet needs of learners in another context.	A profile of the learners or participants in the training is given.	A profile of the learners or participants is not given.
Intents (Why?) Learning Outcomes/Goals and Objectives	Learning outcomes, goals and objectives are clearly written. The A,B,C,D format is followed for all goals. Goals and objectives show clear alignment with principles of andragogy.	Learning outcomes, goals and objectives are evident in the learning design. The ABCD format is followed but there are some inconsistencies. Goals or objectives generally align with principles of andragogy.	Learning outcomes, goals or objectives not in the learning design. The ABCD format is not followed. One or more goals or objectives do not align with principles of andragogy.
Intents (Why?) Integration of Transformational Servant Leadership and Values Based Leadership.	The learning design carefully considers and incorporates Transformational Servant Leadership and Values Based Leadership in every activity.	The learning design addresses Transformational Servant Leadership and Values Based Leadership.	Transformational Servant Leadership and Values Based Leadership are not mentioned or not developed sufficiently.
Learning Activities	The activities are clearly informed by principles of andragogy, are very well described so that anyone could facilitate them, and the sequence of activities makes sense.	The activities are generally informed by principles of andragogy and explained but may require more detail.	May be confusing to follow meaning. Insufficient detail. Inappropriate activities for adults – not supported by the theory and practice of andragogy.
Learning Activities	Information is extremely well organized. The format is very clear and consistent.	Information is organized and synthesized. The format is clear and consistent.	Information is partially organized. Format is inconsistent.
Learning Activities	The sequence of activities makes sense. Timeline is clearly outlined for each activity and steps of activity. 3-6 hours in length.	The sequence of activities generally makes sense. Timeline for each activity is mentioned but not the steps within each activity. Either longer or shorter than 3-6 hours.	May be confusing to follow the sequence. Timeline for each activity and each step is incomplete or non-existent.
Format, Mechanics of writing	Subheadings are used according to the assignment guidelines and are easy to find; no errors in grammar or composition.	Subheadings are used according to the assignment guidelines and are easy to find. Two or fewer errors in grammar or composition;	Subheadings according to the assignment guidelines are not used. More than three errors in grammar or composition
Resources and Materials /4	Clearly described, listed, appropriately referenced. Follows APA formatting protocols for writing and referencing. All handouts, ppts and other materials are prepared and included in the Learning Design. It is ready to be facilitated. /4	Resources are listed and referenced though may require more description. Follows APA formatting protocols for writing and referencing. Some of the materials are prepared and included but some are missing/incomplete. /3 or 2	Resources are not listed and/or not referenced. APA is not followed. The required materials are mentioned but not included in the Learning Design. /1 or 0
Assessment	Clearly described system for collecting information about students’ abilities, characteristics, skills, understanding and knowledge; less emphasis on summative testing and more emphasis on formative assessment; gathering data while teaching and learning are occurring	Evidence of a system for collecting information about students’ abilities, characteristics, skills, understanding and knowledge – may require more detail or description. Less emphasis on summative testing and more emphasis on formative assessment; gathering data while teaching and learning are occurring;	Assessment is not evident; there is more summative than formative assessment and/or data is gathered only at the end of the session and not during the session.
Peer Review/Comments by classmate	Addressed feedback as appropriate/according to rubric. Used feedback to improve Lesson Design.	Addressed some of the feedback from peer review that should have been addressed and did not take into account some of the feedback that should have been addressed. *You are not required to act on all the feedback but if it is related to the rubric it is expected that you take into consideration and make improvements.	Ignored peer review feedback.
Your Peer Review of someone else’s Lesson Design	Evidence in your comments of comparing draft to rubric criteria – in depth comments and suggestions provided. Hard on content, soft on people – evidence of challenging peer to think beyond or differently about some aspect of their submission. Kind, specific, helpful comments refer to specific sections and avoid generalizations. No errors in grammar or composition.	Evidence in your comments of comparing draft to rubric criteria. Hard on content, soft on people. Kind, specific, helpful comments refer to specific sections and avoid generalizations. Two or fewer errors in grammar or composition.	Not clear whether your review included a close comparison to the rubric. Not hard on content. Comments are either not specific, unkind or too general. More than three errors in grammar or composition

TOTAL /40

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See pdf of rubric here.