Diversity

=Ways that Adult Learners are Diverse:=
 * * Culturally
 * Visual, kinesthetic, audial
 * Participators / observers
 * Active / Passive
 * Writers / Listeneres / Readers
 * Backgrounds and experience they bring to the learning
 * Workplaces
 * Gender
 * Experiences
 * Interests / Passions
 * Language
 * Age || * Multiple Intelligence strengths / learning styles
 * Teaching level
 * Beliefs
 * Specialist skills
 * Attitudes
 * Personalities
 * Physical needs/Health
 * Energy levels
 * Conscripts or volunteers
 * Career aspirations
 * Family commitments || * State of mind on the day
 * Self esteem
 * Expectations
 * Motivation
 * Private / public sector
 * Gifts and talents
 * Work ethic
 * Prior knowledge
 * Roles
 * philosophy
 * Educational ||

=Strategies for engaging diverse adult learners...= - Welcome - Timetable structure, learning outcomes;co-construct and prioritise them - physical needs (water, food, fresh air, light, toilets) - agreed protocols e.g thanking each other at the end of the task - giving everyone a voice (early opportunity for people to hear their own voice) - karakia, whakatauki (using a metaphor) - Structuring - giving information visual, verbal and on paper - range of activities, 80%learner 20%presenter - choice in activities - multiple pathways - using the knowledge of individuals in whole or small group - energisers e.g. bus stop, give one/get one - using wait time - evaluation and reflection format (allow time for that) - ask for feedback throughout the session and adjust accordingly - use post its and charts that can be added to later, use the online area so contribution and reference to can be ongoing - allow talk time - use graphic organisers - grouping; proximity, variety of participants and group size, allowing choice of groups at times - Presentation - provide take aways - Use a variety of approaches ie learning styles-and use strengths of participants. - Acknowledge where teachers have been prior to workshop eg working with difficult class I tidying up, organising reliever etc - Sharing prior knowledge, stories etc - Offering choices - Food, mints, water, brain food - Competition, certificates, rewards - Learning intentions displayed and explained - Agenda and timetable set by group, displayed and re-visited - Reflection time - Getting to know each other time - Variety of groupings using a variety of methods - Using a range of activities and tools - Wait time!!! - Climate setting - venue, physical environment, furniture arrangements, room temperature, lighting - Use of language - Non-verbal communication - notes - Setting norms/values/expectations - Acknowledging contributions, positive affirmations - Engaging participants prior to meeting - asking focus questions etc - Plenty of movement to energise - Keep distance between groups to minimise distrations - Break times scheduled - Workshop information available online, wikis for all to contribute ideas and feedback - Humour - Role plays - Foraging - Having challenges for everyone - Using people's names - Chart work which can go into a wiki space so conversations can continue on line after the meeting - Post its and ideas on a post it s Board online for a brainstorm review on a topic for staff - Knowing right process to use for situation or topic e.g pinwheel for generating ideas - Giving people choices - Peer support through kaiako profiles - Mentoring - Climate settings: Using aspects of enjoyment eg food, fun eg YouTube funnies, icebreakers, - Something for everyone to take away - Respect everyone remembering - What does it look like? Sound like? Feel like? - Acknowledge and thank everyone for contributions - Careful and thoughtful groupings eg., pairs for peer support, random and engineered grouping - Changing the setting and strategies used eg energizers, to support the diverse learners - Being flexible - Changing direction - Variety of activities: Provide visual, audio, kinesthetic ways of learning, both during and after the workshop eg, workshop notes on a wiki, on-line, - Critical friend group process - Translating written material into other languages - Get to know the participants before hand - Send out reflective questions, expectations, intentions and agendas before the workshop - Bus Stopping to enable those participants who won’t contribute verbally to add their ideas. - When presenting – using powerpoint truly effectively – not getting caught up in ‘powerpointlessness’ (Jamie McKenzie)