Download PDF Learning to Listen, Learning to Teach: The Power of Dialogue in Educating Adults
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Learning to Listen, Learning to Teach: The Power of Dialogue in Educating Adults
Download PDF Learning to Listen, Learning to Teach: The Power of Dialogue in Educating Adults
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Review
Praise for the first edition of Learning to Listen, Learning to Teach The book is highly recommended reading for every trainer in the Habitat for Humanity organization. "The deep lessons [this book] contains creep up on you and flower into joyful insights. Jane Vella is one of the most gifted adult educators I have known." --from the Foreword by Malcolm S. Knowles, professor emeritus, North Carolina State University "The stories furnish 'real life' support for the effectiveness of this approach to adult learning in different cultures and give the reader the opportunity to vicariously experience popular education in action." --Adult Education Quarterly "Recommended for anyone interested in education and training at any level." --Library Journal
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From the Back Cover
LEARNING To Listen LEARNING To Teach In this updated version of her landmark book Learning to Listen, Learning to Teach, celebrated adult educator Jane Vella revisits her twelve principles of dialogue education with a new theoretical perspective gleaned from the discipline of quantum physics. Vella sees the path to learning as a holistic, integrated, spiritual, and energetic process. She uses engaging, personal stories of her work in a variety of adult learning settings, in different countries and with different educational purposes, to show readers how to utilize the twelve principles in their own practice with any type of adult learner, anywhere. New material includes: the latest research on learning tasks; updated ways to do needs assessment; and new insights from the field of quantum physics applied to adult teaching and learning. Praise for the first edition of Learning to Listen, Learning to Teach "The book is required reading for every trainer in the Habitat for Humanity organization." —Jodi-Beth McCain, Habitat for Humanity "The deep lessons [this book] contains creep up on you and flower into joyful insights. Jane Vella is one of the most gifted adult educators I have known." —from the Foreword by Malcolm S. Knowles, professor emeritus, North Carolina State University "The stories furnish 'real life' support for the effectiveness of this approach to adult learning in different cultures and give the reader the opportunity to vicariously experience popular education in action." —Adult Education Quarterly "Recommended for anyone interested in education and training at any level." —Library Journal
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Product details
Paperback: 263 pages
Publisher: Jossey-Bass; Revised edition (June 15, 2002)
Language: English
ISBN-10: 0787959677
ISBN-13: 978-0787959678
Product Dimensions:
5.8 x 0.9 x 8.6 inches
Shipping Weight: 13.6 ounces (View shipping rates and policies)
Average Customer Review:
4.4 out of 5 stars
21 customer reviews
Amazon Best Sellers Rank:
#236,526 in Books (See Top 100 in Books)
Jane Vella's, Learning to Listen, Learning to Teach, is written for both adult learners and teachers of adults. It has the primary assumption that dialogue is better than monologue for adult education. After all, with all the life experience that every adult brings to the classroom, both teacher and fellow student will benefit significantly by dialoguing with one another. This book is basically a presentation of Vella's Twelve Principles for Effective Adult Learning scattered with case studies and anecdotes: (1) Needs assessment; (2) Safety; (3) Sound Relationships; (4) Sequence and Reinforcement; (5) Praxis; (6) Respect for Learners as Decision Makers; (7) Ideas, Feelings, and Actions; (8) Immediacy; (9) Clear Roles; (10) Teamwork; (11) Engagement; and (12) Accountability. Using these 12 principles, Vella teaches the reader how to teach less and make more room for learning.Instead of viewing the teacher as the one with all the knowledge, and the student as the empty vessel ready to be filled, dialogue education presupposes that both teacher and student come with knowledge and information beneficial for one another. As a result, the teacher may not actually do much formal lecturing in a class. Instead, the teacher will design the course material in a way that allows him/her to present the learning activities and then get out of the way. In and throughout the learning activities, the teacher's role is more of a resource, facilitator, and guide.This book has been so influential to me that I cannot imagine resorting back to more of a monologue type of education. As a pastor, I am going to be applying the principles of this book to small groups, discipleship courses, and my preaching in every way possible.I give this book 5 stars out of 5.To check out other reviews and my reflections on faith, culture, and ministry, check out my website - [...]
Learning to Listen, Learning to Teach is designed to demonstrate the power and value of dialogue over monologue, and active over passive learning when it comes to educating adults. Vella demonstrates through real life examples how her twelve transcendent principles flesh out in a variety of specific contexts all around the world. This book is designed to help all adult educators embody and model a more effective way to facilitate actual learning. Not only does the book clearly explain and illustrate the twelve principles, but it also calls us to engage and analyze the principles along the way. This book demonstrates what active learning is all about.A quick summary of the principles for effective adult learning:1. Needs Assessment: The First Step in DialogueIt is important to have a need-oriented approach to learning, where the scratch meets the itch by asking the www (political) question - "Who needs what as defined by whom?"2. Safety: Creating a Safe Environment for LearningCreating an atmosphere where learners feel safe: where they can trust in the feasibility, relevance and sequence of the learning objectives; where the learners can be both "creative and critical" in their response to the program in an affirming environment.3. Sound Relationships: The Power of Friendship and RespectThe relationship between the teacher and student is vital. The more that the teacher can formally and informally create a relationship of mutual respect, the greater the motivation and learning potential of the adult learner.4. Sequence and Reinforcement: Knowing Where and How to BeginBased upon the needs assessment, the teacher designs an appropriate sequence of lessons moving from simple to complex and from group supported to mastering the lessons alone, in a way the reinforces the learning outcomes. The Seven Steps of Planning: Who, Why, When, Where, What For, What and How help design and reinforce the achievement-based objectives.5. Praxis: Action with ReflectionPraxis is practice in dynamic relation with thought, where the learner engages in the practice of a new skill, attitude or concept - then immediately reflects on what they just did. The process of action and reflection, practice and thought is repeated in a cyclical process, each informing the other.6. Respect for Learners: Learners as Subjects of Their Own LearningIn as far as it is possible, allow adult learners to determine what occurs in a learning event, based on their need assessment and the seven steps of planning.7. Learning with Ideas, Feelings and ActionsActive learning is more effective than passive learning and requires learning objectives that help people think, feel and do.8. Immediacy: Teaching What is Really UsefulInviting people to immediately use a skill and see its benefit, gives them motivation to continue to learn more of the skills set out in the learning sequence.9. Clear Roles: Reinforcement of Human Equity between Teacher and StudentThe goal is to do whatever is necessary to foster honest dialogue, so that adults can learn together - while at the same time clarifying who has a deliberate voice and who has a consultative voice.10. Teamwork: How People Learn TogetherBy using small groups in healthy competition with each other, the learners are able to provide reinforcement and constructive feedback with each other, enabling effective learning.11. Engagement: Learning As an Active ProcessThe goal is not to cover a set of materials, but to allow the learner to engage in an active process of learning by doing.12. Accountability: Success Is in the Eyes of the LearnerIn the end, the educator wants to understand if the learner has actually learned the achievement-based outcomes. The best way to determine if someone has learned is to see if the learner is able to put into action what they have learned and if they have confidence that they "know that they know".This is a great book to help teachers engage their students in active learning.
I read this as part of my Master's program and found it to be helpful overall. Vella explained many concepts that most might find difficult or intimidating through good examples of teaching. While I enjoyed her refreshing honesty at flubs and not-so-great experiences, I did not find her hearts and flowers emotionalism and pomp as exciting or stimulating.Her writing style varied greatly within examples from over-blown academic writing to the best of simplistic styling. But it became too much to handle and made for slow reading.Additionally, although I enjoyed the varied and multi-cultural feel of most of her examples, many in my class did not. They felt (wrongly, in my opinion) that those examples did not apply to them in any way because the examples were so far removed from the US.
Powerful and useful. I will read and reread this book as I try to grasp its content apply it to my area of learning. This is truly learning with a heart.
great price and quick delivery
I got it on time and as expected. I am happy with the purchase.
Great insight into the adult learner, why they have had successes, and why they have failed in the past with practical ways to assist them as an educator in the future. There is hope.
Jane Vella does an incredible job of providing "laymans" terminology to get underneath the 12 principles of effective adult learning. I read a colleague's copy and rushed out to buy my own for my personal library.Trinice Speight MosesMount Holly, NJ
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