Mentoring Camp

Adult Learning

Presented by

Gale E. Cossette, Ph.D.

Gale E. Cossette, Ph.D.

• Doctorate in Adult and Post-Secondary Education• Minor in Online Teaching and Course Development• PSU – Online course developer/facilitator – Learning

in Adulthood• University of Phoenix – Issues and Trends in Adult

Education/Training – E-Learning and E-Learning Design Technologies

• OPEN NH – ESOL Literacy Development, Literacy Coaching, DI, Special Ed Courses (Google Apps)

• Third Term President - NHLDA• Previous Experiences – K-12: Special

Education/Reading-Writing Specialist

TODAY’S AGENDA

Adult Learning 12:45 to 1:45

Break-Out Group – Discussion 1:45 to

2:45

Putting it all Together 2:45 to 3:15

Highlight

Assumptions

Agreements

Arguments

Of principles of adult learning

Brief Review of Breakout Groups

Presentation

Me: Adult Learning Principles

You: In Relationship to Mentoring

Vocabulary

Pedagogy

Andragogy

A Point to Consider!

Adult Learning Principles Andragogy

Mentor

Mentee

There is an adult relationship regardless of the

grade level being taught

Mentoring and Andragogy go

Hand in Hand

Experiential

Zone of Proximal

Development

Problem Centered

Critical Thinking

CriticalReflection

Transformative

Self-Directed

Cognitive

Adult Learning

Cognitive

Brain not static

Sensory

Organized file cabinet

Lifelong learning

Stimulating environment –

questioning – higher order thinking

Experiences

• Experiences become resources

• Length of life

• Good to competent in their line of

work

• Formal – informal learning

• Construction of experiences – cultural

– perceptions - sensory

Zone of Proximal Development

Lev Vygotsky

Social interaction

More knowledgeable

other

Problem Centered

Problem setting – Antecedent of PS

Active learning

Contextual - Authentic

Relevancy

Immediate application of knowledge

Dialectic Thinking

Identify and challenge assumptions

Imagine and explore alternatives

Practical logic

Questions all sides

Mature thinking

Flexibility in thinking

Critical Reflection

Transformative Learning

Result of critical thinking processes

Recognition, re-framing of

assumptions (cultural re-defining)

Empowerment

New developmental stage of belief

system

Not an independent act

Self-Directed

• Taking control

• Life long learning

• Formal – Informal learning

• Self-study

• What to learn; how to learn; how we

know we have learned

Implications for Mentors

• Self-directed• Focus on experiences of mentees• Build on mentee experiences• Different needs• Problem centered vs subject centered• Mentee actively involved with solving

their problems• Empowerment

Mentoring with Adult Principles• Mentoring Circles

• e-Mentoring

• CFG – Team mentoring

• Peer mentoring

• Coach mentoring

1:45 to 2:45

4 A’s Protocol

Purpose – Exploration of principles introduced in the adult learning presentation

Assumptions

Agreements

Arguments

Aspire/Act

Break Out Objectives

Critically review and discuss

assumptions, agreements, and

arguments related to the principles

of adult learning related to

mentoring in higher education

Practice the principals of adult

learning

Tips

Silence is not only golden, but also an opportunity to reflect

Relate your professional/personal experiences to the discussions

Timing helps to focus

Relate your professional/personal experiences to the discussion

• 5 min – highlight notes from presentation (assumptions, agreements, arguments) – if done, brief explanation of below – assign note taker

• 15 min – Discuss assumptions of adult learning as it relates to mentoring

• 15 min – Discuss agreements of adult learning as it relates to mentoring

• 15 min – Discuss argument of adult learning as it relates to mentoring

2:45 to 3:15

Wrap it up

5 min – Assumptions

5 min – Agreements

5 min – Arguments

How will this aspire you in relation to mentoring in higher education?

Contact Information

Gale E. Cossette, Ph.D.

training@cesne.net

603 332-7705

93 Chestnut Hill Road

Rochester, NH 03867