Methods:I aim to use excellent sources to pursue my objectives. I plan to read, write, and talk about the material. The reading will include books, articles, reputable web resources. Writing will be the syllabus and the blog. Talking will be intentional conversations with experienced teachers, as well as casual conversations with whomever is listening.
Starting Sources:
Akinyi, Carolyn.
English from A-Z
Hager, Ashley. "Techniques for Teaching Beginning-Level Reading to Adults." [Recommended by Bruce]
Renner, Peter.
The Art of Teaching Adults : How to Become an Exceptional Instructor and Facilitator. Mahwah: Training Associates, Limited, 1993.
United States of America. Department of Education. Office of Vocational and Adult Education.
Teaching Adults with Limited English Skills: Progress and Challenges. 1991.
Vella, Jane.
Training Through Dialogue. [Recommended by Mary Jane]
Other Resources:
H, Libby. "Writing Tips You Might Like Too" - at her blog http://www.libbyh.com/blog/2008/02/21/writing-tips-you-might-like-too/
Moore, David Chioni. "How to Read" - can be found on his webpage at http://www.macalester.edu/internationalstudies/moore.html.
Week 2:
Start looking at the sources! Size them up and go from there. Maybe there's just a day's worth of reading, or maybe the source should get a whole week.
Blog about what you find.
Blog also about evolution of the project: additional courses that interest you, how you decide on sources, conversations with others about the topic, shifting purpose, next steps, etc.
Start figuring out if anyone would be willing to interview with you and what exactly you would discuss with them.
Finish out the week with Hager's article that Bruce recommended and with figuring out what you might like to get out of the first "interview" with an experienced teacher of adults.
Week 3:Decide on Spring Break policy. Maybe a good compromise would be to save the Cleese/Child videos and watch and discuss them with people you're visiting?
Start on the PDFs.
Look at what books to put on hold at either local or alma mater's library.
ADDITIONAL SOURCES
(in case I have additional time, or for future units)
Referenced in Renner
(On becoming a teacher)
C. Verner, "Definition of Terms," in
Adult Education: Outlines of an Emerging Field of University Study.
J. Dewey,
Democracy and Education.
P. Freire
, Pedagogy of the Oppressed.
D.A. Kolb, Experiential Learning, p. 21
C. Rogers,
Freedom to Learn
M. Knowles, The Adult Learner: A Neglected Species (NOT AT DWL)
B.F. Skinner,
Beyond Freedom and Dignity
R. Mager,
Preparing Instructional Objectives
J.E. Kemp,
The Instructional Design Process
G.O. Grow, "Teaching Learners to be Self-directed," Adult Education Quarterly
P. Hersey and K. Blanchard,
Management of Organizational Behavior: Utilizing Human Resources.
(contracting for learning)
C.R. Rogers, Client-centered Therapy, p. 388-391
(working in groups)
M.E. Shaw, Group Dynamics: The Psychology of Small Group Behavior, p 185-192
(asking beautiful questions)
"But... do I have Time to do it Right?" by D. Schumaker in Developing Minds: A Resource Book for Teaching Thinking, edited by A. Costa. (NOT AT DWL)
"The Art of Questioning your Students," by D. M. Fairbairn in The Clearing House
(observing group behavior)
W. Schutz,
The Interpersonal Underworld
(teaching by demonstration)
O.A. Spaid,
The consumate Trainer: A Practitioner's Perspective, p. 156
(writing in journals)
Reported by L. McAlpine in "Learning to Reflect: Using Journals as Professional Conversations," in
Adult Learning.
(giving and receiving feedback)
"Making Feedback Work," by J.A. Raelin, in Training & Development Journal
(from Chapter 9: Asking Beautiful Questions)
B. Bloom (editor). Taxonomy of Educational Objectives: Handbook I - The Cognitive Domain.
. 1971.