Creating Learning Partners: A facilitator’s guide for training effective adult literacy tutors

Use of overhead, reflection, discussion
Materials and equipment Overhead 2.2: Involving Learners Overhead projector and screen Preparation Read over the background information. Prepare overhead. STEP-BY-STEP PROCESS Put up the overhead Involving Learners. Ask for volunteers to read each row aloud. Ask tutors to reflect on whether they are active or passive learners. Ask tutors to name the positive outcomes of being an active learner. (Refer to Active Learning Concepts in the introduction to this activity, for ideas you feel need to be brought out.) Point out the parts of the tutor training so far that have encouraged active learning. For example, tutors got involved in discussing their backgrounds and learning experiences.

Use of overhead, reflection, discussion

Materials and equipment

Overhead 2.2: Involving Learners
Overhead projector and screen

Preparation

Read over the background information.
Prepare overhead.

STEP-BY-STEP PROCESS

Put up the overhead Involving Learners. Ask for volunteers to read each row aloud.
Ask tutors to reflect on whether they are active or passive learners.
Ask tutors to name the positive outcomes of being an active learner. (Refer to Active Learning Concepts in the introduction to this activity, for ideas you feel need to be brought out.)
Point out the parts of the tutor training so far that have encouraged active learning. For example, tutors got involved in discussing their backgrounds and learning experiences.

Activity B

What is an active learner?

Use of handout, reflection
Materials and equipment Handout 2.5: Active Notes Preparation Copy handout. STEP-BY-STEP PROCESS Give tutors the handout Active Notes. Mention that the questions and categories are from the Involving Learners overhead used in the previous activity. Ask them to fill in the Active Notes form, based on their learning in this session. When they have finished filling in the chart, ask tutors to look over their notes and reflect back to the discussion on creating positive learning experiences. What positive factors were part of the learning situations they listed in their Active Notes? How did these factors impact their learning? Were some positive factors missing? What impact did that have on their learning? Are there other factors they would list to create a positive learning experience?

Use of handout, reflection

Materials and equipment

Handout 2.5: Active Notes
Preparation
Copy handout.

STEP-BY-STEP PROCESS

Give tutors the handout Active Notes. Mention that the questions and categories are from the Involving Learners overhead used in the previous activity.
Ask them to fill in the Active Notes form, based on their learning in this session.
When they have finished filling in the chart, ask tutors to look over their notes and reflect back to the discussion on creating positive learning experiences. What positive factors were part of the learning situations they listed in their Active Notes? How did these factors impact their learning?
Were some positive factors missing? What impact did that have on their learning?
Are there other factors they would list to create a positive learning experience?

Facilitation tip

Learning has a context. When we understand our context and the learners’ context, learning is at its best. Culture influences learning styles – active and passive. Ask tutors to reflect on what has influenced the kinds of learners they have become.

How has the culture of the tutors’ parents influenced their comfort with active learning? What do they anticipate from adult learners? How can they learn more about the learners’ context from the learners?