Adult Learner Chapter 5 and 6: Group B,

Module 4

Online Reading Circle Role Sheet

Keeper of the Talking Stick
Name __Kirsten Lainey Howard________
Group Identification ____B________

Book Chapter: ___5 and 6________

Date:______6/16/15_______________

_____________________________________________________
Your job is to develop a list or set of questions that your group will discuss concerning the
required reading in the text. You are also responsible for facilitating the discussion based on the
required readings. Usually the best discussion questions come from your own thoughts, feelings
and concerns as you read which you can list below during or after your reading. This means you
need to organize the required readings into different applicable themes that are easily digestible
and can be absorbed by online reading circle members. There are no right or wrong ways of
facilitating questions. You are also responsible for deciding the order in which the discussions
will be presented and keeping track of your time.
This role can be combined with the Passage Master *** strongly recommended for small groups.
You should plan to spend at least a total of an hour or an hour and half in each online
reading circle meeting talking about all 5 roles.

Possible discussion questions or topics or today.

1. Why is it important to establish inclusion among adult learners (p. 125)?
2. What are the 11 strategies in chapter 5 for engendering a feeling of connection
among adults (pp.134-169)?
3. What are strategies 12-27 in chapter 6 for engendering a feeling of connection
among adults (pp. 177-223)?
4. Why is it important for learners to like what they do (p. 171)?
5. What are the four attitude directions that influence adult intentions to learn (p.
172)?
Other Possible Questions:
What was going through your mind while you read this chapter?
How did you feel while reading this part?
Did todays readings remind you of any real-life situations?
Can you think of another short story, movie, or book that has a connection with
your readings?
How do you feel these readings relate to our current role as adult learners?
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Adult Learner Chapter 5 and 6: Group B,

Module 4
Group Members: Reading Circle Roles
In this module students, will be provided with a comprehensive treatment of two of the
motivational conditions for effective adult learning: Establishing Inclusion (Chapter 5) and The
condition of Attitude (Chapter 6).
Students will be able to describe in pragmatic terms how attitude can positively influence
learning among culturally diverse students. The readings also describe and exemplify a total of
dozens of specific motivational strategies to engender the motivational condition of Attitude.
Keeper of the Talking Stick

Kirsten Lainey Howard

Passage Master

Thomas Wes Williamson

Illustrator

Tess Collins

Creative Connector

Alan Neal Ledford

Question Collector and Process Checker

Vickie Young

Roles and Discussion Board Postings

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Adult Learner Chapter 5 and 6: Group B,

Module 4
Chapters 5 and 6: Characteristics and Skills of a Motivating Instructor
Keeper of the Talking Stick the student who assumes this role will develop questions and
facilitate discussion based on the required readings.
1. Why is it important to establish inclusion among adult learners (p. 125)? Because if
inclusion does not occur, the full potential of learning and development will not occur
and society will not benefit.
2. What are the 11 strategies in chapter 5 for engendering a feeling of connection among
adults (pp. 134-169)?
1. Allow for introductions
2. Provide an opportunity for multidimensional sharing
3. Concretely indicate your cooperative intentions to help adults learn
4. Share something of value with your adult learners
5. Use collaborative and cooperative learning
6. Clearly identify the learning objectives and goals for instruction
7. Emphasize the human purpose of what is being learned and its relationship to the
learners personal lives and current situations
8. Assess learners current expectations, needs, goals, and previous experience as it
relates to your course or training
9. Explicitly introduce important norms and participation guidelines
10. When issuing mandatory assignments or training requirements, give your rationale
for them
11. Acknowledge different ways of knowing, different languages, and different levels of
knowing or skill among learners
3. What are strategies 12-27 in chapter 6 for engendering a feeling of connection among
adults (pp. 177-223)?
12. Eliminate or minimize any negative conditions that surround the subject
13. Positively confront the erroneous beliefs, expectations, and assumptions that may
underlie a negative learner attitude
14. Use differentiated instruction to enhance successful learning of new content.
15. Use assisted learning to scaffold complex learning
16. Promote learners personal control of learning
17. Help learners effectively attribute success to their capability, effort, and knowledge
18. Help learners understand that reasonable effort and knowledge can help them avoid
failure at learning tasks that suit their capability
19. Use relevant models to demonstrate expected learning
20. Encourage the learners
21. Make the criteria of assessment as fair and clear as possible
22. Help learners understand and plan for the amount of time needed for successful
learning
23. Use goal setting methods
24. Use learner contracts

Adult Learner Chapter 5 and 6: Group B,

Module 4
25. Use the entry points suggested by multiple intelligences theory as ways of learning
about a topic or concept
26. Make the learning activity an irresistible invitation to learn
27. Use the K-W-L strategy to introduce new topics and concepts
4. Why is it important for learners to like what they do (p. 171)? So learners will feel
positive about the learning experience and the effort it takes to accomplish it.
5. What are the four attitude directions that influence adult intentions to learn (p. 172)?
1. Attitudes toward the instructor
2. Attitudes toward the subject
3. Attitudes toward their self-efficacy for learning
4. Attitudes toward the specific learning goal or performance

References
Wlodkowski, R.J. (2008). Enhancing adult motivation to learn: A comprehensive guide for

teaching all adults. 3rd ed. San Francisco: Jossey-Bass.