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Full Spectrum Learning |
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FULL SPECTRUM LEARNING is a systematic process for organizing learning for any thing, for any one, at any time. It builds on the process of "learning to learn" because learning is a lifelong process. We begin learning even before we are born and continue throughout our formal schooling. When we enter the world of work, we are pressed to learn more, and learn it swiftly. As adults, we must learn to adapt what we know. At times, even to what may yet be unknown. When communication and learning is important, FULL SPECTRUM LEARNING provides a model for rapid advancement along the learning curve to greater success. It speeds the transfer of information into knowledge and ultimately to wisdom. In the information age, just having a lot of information worked fine, but that is no longer enough. In this "knowledge age", we must know more, learn more, and be able to use what we know more rapidly and effectively. Preparing learners for the challenges of tomorrow requires us to focus on the learning process. A systematic approach simplifies the planning and clarifies the purpose. To make messages meaningful and understood by all; we must first discover more about our learners and ourselves. Whether you are teaching, communicating to administrators or staff, attempting to motivate your colleagues, or speaking to a large audience - "they" (the receivers) have the ultimate control of interpreting your message. This is a basic fact of communication! The experience of FULL SPECTRUM LEARNING facilitates progress along the learning curve - making it more effective and efficient. Only after understanding ourselves, and the diverse perspectives of others, can we use our knowledge and wisdom to make a difference. REESE & ASSOCIATES will help you on the journey from just knowing things, to understanding and ultimately using your skills most effectively. You will progress through personal discovery, reflection, implications, and application. With the mastery and confidence from this process, comes greater success! |
Adult Learning |
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| WHAT: |
As educators, trainers, or speakers, we typically deal with adults who want to learn something. However, few of us have been exposed to theories about adult learning. Even fewer of us realize the significant ramifications of adult learning research to the effectiveness of our communication. Learning in adults is different in many ways from learning in children. Research into how adults learn began many decades ago, however, for a number of reasons, it didn't reach "popular" status until recently. Established research tells us that adult learning is a transformational process requiring new information to be connected to current knowledge. This explains
the value and success of experiential learning for most adults. When we
experience something it "belongs" to us versus the old belief that memorizing
and regurgitating is valid learning. |
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| WHY: |
Rapidly changing
demographics and peripheral mandates push us in all directions to modify
our teaching"learning practices. We face escalating concern for successful
educational experiences as measured by external authorities. Higher quality
is seen as guaranteeing greater success. Can we produce such quality if
we are not fully informed? |
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| HOW: |
Personal involvement is the key to understanding how adults learn. The following summarizes what we have learned from the research on how to help adults learn.
1. Provide for the need to know: adults need to know why and how it is relevant to them. Why they need to know it, and how they can use it. 2. Preserve the learners' self-concept: adults are independent and responsible; adults resent and resist subordination; they may thrive on self-directed learning with proper guidance. 3. Value the learners' experience: their life experience challenges the role of an "authority figure" telling them "the facts." 4. Broaden the orientation to learning: adults focus on life, tasks, and problem solving; holistic learning versus isolated learning. 5. Refocus motivation: internally perceived needs are the most potent; external motivators such as job/family/grade may influence some. |
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| See bibliographic references under "Connections Beyond". |
Connecting |
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A Little about Learning Styles
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The topic of "learning styles" has gained in popularity and became convoluted during the process. There are so many theories and interpretations that it is easy to get lost. Fortunately, the educational arenas have recognized the importance of the basic concepts. Research has shown a significant difference in teaching / learning success when both the instructor and the learners are informed about learning styles. Professional speakers also can improve connections with their audiences by knowing something about learning styles. There are two predominant and overlapping theories or models of learning styles. One approach is to address the more physiological intake of information based on concepts of "learning channel preferences" or "perceptual modalities." We develop these preferences as children and by adulthood, they are fairly well established. These models tend to address merely the way we get the information, not necessarily what we do to make sense of it. The broader approach to learning styles, which is more appropriate for adults, incorporates the psychological aspects of intake and the processing component. Thus, cognitive learning styles focus on both getting the information into our brains and how we make sense of that information. Examples of these "information processing" models include Kolb, Dunn & Dunn, and McCarthy (see references in Connections Beyond). Knowing about the communication and instructional implications for both the physiological and the cognitive modes of learning is key to making those all-important connections with your audiences. Learning about learning styles is a complex task. An introduction to perceptual modalities is a good place to start. O'Brien's assessment of learning channel preferences is a quick and simple tool to identify the physiological aspects (see references in Connections Beyond). The Learning Styles Inventory by David Kolb (produced by Hay-McBer) is more useful for adult audiences. It should be noted that we do not recommend the Myers-Briggs as a teaching / learning tool. The MBTI focuses on deeper psychological aspects and related personality issues. A model for higher education and corporate classrooms (incorporating both assessment and interventions for educators and learners) is briefly described below. A research report of a 3-year study is available free on request. |
Using Learning Styles
| WHAT: | Cognitive
learning styles (how we receive and process information) provide the
basis for both dialogue and development of interventions to enhance all
teaching / learning experiences. Cognitive learning styles (as delineated
by David Kolb and experiential learning theory) address teaching / learning
behaviors that can reasonably be modified by minimal adaptations. Faculty
and students are able to quickly alter their teaching / learning processes
to reap valuable results . |
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| WHY: |
Greater student diversity is evident in all our classrooms. Increasing differences are evident in ages, life experiences, careers, and attendance patterns. Younger generations (Generation X, and Y) have experienced life very differently from the "pre-PC" learner (some Baby-boomers and "Generation A"). Values, attitudes, and expectations differ greatly between the three generations typically found in college today and the majority of our faculty (early Boomers and Gen A). Many benefits arise from the continuing dialogue, awareness, and exposure to and use of multiple teaching / learning strategies (based on cognitive learning styles):
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| HOW: |
Enhanced learning experiences can be realized by encouraging both students and faculty to use multiple teaching--learning strategies. By demonstrating the diverse learning preferences of faculty and students, an acute awareness of the differences develops. This leads to focused efforts at balancing the teaching--learning methods so that ALL can use their present skills and develop new ones. The results of a 3-year (all school study) support previous speculation that when multiple strategies are systematically selected and developed, all learners can anticipate more successful learning. (The Research Report is available free, on request.) |
Proactive Peer Mentoring
| WHAT: |
Proactive Peer Mentoring is a semi-structured, collaborative process between peers for mutual growth and development. The process consists of formal programs to supplement group knowledge and informal mentoring one-on-one. Improved working relationships (collegiality) is enhanced through the group interactions and positive bonds may develop within the pairs. This process of systematic identification, goal setting, education, and collaboration builds dedicated, successful professionals.
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| WHY: |
Management/administration needs new ways to create loyalty and collaboration among its leaders, employees, and professionals. New ways are needed to reward and enhance the diverse expertise and experiences of the faculty and employees. The methods must be visible, concerted efforts to rapidly build trust, commitment, and enhance professionalism. Recognizing and respecting every one's experience and ability while mutually learning and developing skills is essential for success of the institution/business. Alternative mentoring styles (e.g., team and peer) are becoming accepted methods of informal indoctrination in many fields. As corporate America retires or downsizes experienced managers, these methods are being used to pass along corporate politics and culture to the up-and-coming managers. Creating whole "learning organizations" is envisioned to address today's incredible rate of change. Higher education recognizes similar goals with desired results.
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| HOW: | Individuals identify their strengths (which they can share/teach to another) and their areas for growth which need to be developed. Generally, performance standards are used as a tool. If they do not exist for the profession, then development of such will precede the pairing. Matching among the group may present 3-way pairing where one person is a mentor to someone and has a mentor of their own. |
Connections Beyond (References to other sites, authors, experts) |
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| For additional background about adult learning, the following resources are highly recommended. | |
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Adults as
Learners. Cross, P.K. (1981) |
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Other Experts - Colleagues in the speaking/teaching business |
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Vilis Ozols - Ozols Business Group Golden, CO
Pam Gordon - Gordon, Grenawalt & Associates,
Mary Jo Wagner - The MJWagner Company
Learning Styles Kolb, D. (1991) WEB: Claxton, C.
S. & Murrell, P. H. (1987) Dunn & Dunn
(learning styles in children) in Shaughnessy, M. F. (1998) Hay-McBer McCarthy, Bernice
O'Brien, L.
(1989) Reese, J. H.
& T. H. (1999) Reese, T.
H. (1993), |
Lessons For Learning (Articles & exercises available on request) |
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ARE YOU TEACHING ADULTS? ARE YOU SPEAKING TO ADULTS? IS THE ANTENNA CONNECTED? MAKING YOUR MESSAGE CONNECT LEARNING STYLES RESEARCH PROJECT (3-yr Law School study) PHILOSOPHY OF PRACTICE - REFLECT ON YOUR TEACHING |
Words Of Wisdom (Quotes) |
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We cannot receive wisdom. We must discover it for ourselves after a journey through the wilderness, which no one else can make for us, nor can any one spare us. For our wisdom is the point of view from which we come at last to regard the world. ~ Marcel Proust. We must continually expand our realm of knowledge and our field of vision through thorough digestion and incorporation of new information. ~ M Scott Peck, The Road Less Traveled. Self-examination is the key to insight, which is the key to wisdom. ~ M Scott Peck, Different Drummer. A moment's insight is sometimes worth a life's experience. ~ Oliver Wendell Holmes, Poet at the Breakfast Table. It is the province of knowledge to speak and it is the privilege of wisdom to listen. ~ Oliver Wendell Holmes, Poet at the Breakfast Table. The price of wisdom is above rubies. ~ The Bible, Job 28:18 Knowledge comes. Wisdom lingers. ~ Alfred Lord Tennyson, Lockley Hall. |