| 1. |
Been in dialogue with adult students prior to the course? |
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| 2. |
Prepared the course or session by using a sequential planning model? |
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| 3. |
Negotiated the size of the group for optimal learning? |
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| 4. |
Set learning tasks for small groups of learners as one way of teaching the content? |
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| 5. |
Examined these learning tasks for sequence: easy to more difficult, simple to complex? |
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| 6. |
Designed a warm-up exercise related to the topic and appropriate for the group? |
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| 7. |
Honored in your design the fact that adult learners are in control of their own learning and lives? |
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| 8. |
Named content (skills, knowledge, and attitudes) clearly and precisely? |
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| 9. |
Designed achievement-based objectives that can be readily evaluated? |
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| 10. |
Selected a site that lends itself to small-group work? |
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| 11. |
Built in a time frame so that learning tasks can be accomplished during the allotted course or session time? |
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| 12. |
Planned for open questions to stimulate dialogue throughout the course or session? |
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| 13. |
Examined each learning task for its cognitive, psychomotor, and affective potential? |
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| 14. |
Designed a safe course or session? |
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| 15. |
Set up processes and structures (small groups, breaks, gallery walk review of charts) to assure inclusion? |
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| 16. |
Built in brainstorming or associative processes without judging or editing? |
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| 17. |
Designed for optimal engagement of everyone via small group work, learning tasks, affirming responses, and echoing? |
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| 18. |
Avoided monologues by designing for adequate dialogue? |
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| 19. |
Designed a synthesis learning task to summarize all that has been learned? |
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| 20. |
Planned for quiet, reflective time for learners to think about what they are learning? |
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| 21. |
Designed adequate closure tasks for the end of each day or session? |
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| 22. |
Designed an opportunity for small groups to examine their own work together and their task maintenance? |
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| 23. |
Planned for a wide variety of learning techniques? |
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| 24. |
Provide follow-up contact names and numbers and supportive materials (such as pocket guides, posters, triage trees) |
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| 25. |
Successfully utilized a translator if necessary? |
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