Managing Adult Learners working in pairs

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Managing Adult Learners working in pairs

by Kate Milani

Sep 25, 2013

I teach courses where adult learners learn new software skills in a workshop type of environment. I demonstrate a new topic and then the learners complete practice exercises on laptops. There is usually one laptop for every two students. I set the expectation that both students will have “hands on” time for each exercise, but it does not always happen. When learning a new skill like using software, if you do not actually put your hands on it, most will not be able to transfer the skill to their job. I appreciate any suggestions. Thanks, Kate

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Jamie D. I do like Joel's idea of mandating a time to switch. I think the key is that each student needs to be given the opportunity to have time with the software. If they both are not getting time with it, is it because they lack interest in trying or one student is hogging all the time? I guess that would play a role in the direction you move forward wit...See More

Sep 25, 2013

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Kate Milani Hi Joel,

Thanks for your response. I think your suggestions are good. I need to be more explicit in setting the rules up front and give people some type of que. Some of the reasons for not switching on their own is probably due to dominant personality types, skill levels and perhaps losing track of time.

One of the purposes of p...See MoreHi Joel,

Thanks for your response. I think your suggestions are good. I need to be more explicit in setting the rules up front and give people some type of que. Some of the reasons for not switching on their own is probably due to dominant personality types, skill levels and perhaps losing track of time.

One of the purposes of pairing students (other than available computer resources) is for the students to collaborate on the exercises. I a perfect scenario they work together to come up with a solution. I am curious if others would pair together one person with more skill with one with less skills, match skill levels or just do random pairing?

Thanks, Kate

On 9/25/13, Joel R. wrote: > Kate > > What are some of the reasons why both learners don't get the > hands-on time? If time constraints prohibit each person doing > each activity, (one completes some step, then immediately goes > back/deletes it and the other repeats the same thing, back > and forth for each exercise so they can see each one twice) > then maybe simply incorporating a class-wide set switch would > insure equal hands-on time. Introduce the rule at the > beginning, and every five or ten minutes you call "switch" or > flash the lights or something and no matter where they are in > the exercise, the whole class switches computers at the same > time. Maybe it would increase collaboration as well, if > someone is in the middle of something and then must hand it > over and work together to complete it. > > > On 9/25/13, Kate Milani wrote: >> I teach courses where adult learners learn new software >> skills in a workshop type of environment. I demonstrate a >> new topic and then the learners complete practice exercises >> on laptops. There is usually one laptop for every two >> students. I set the expectation that both students will >> have “hands on” time for each exercise, but it does not >> always happen. When learning a new skill like using >> software, if you do not actually put your hands on it, most >> will not be able to transfer the skill to their job. I >> appreciate any suggestions. Thanks, Kate

Sep 27, 2013

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Kate Milani Hi Jamie,

As responded to Joel's post- I think it has to do with skill levels, dominant personalities and perhaps losing track of time.

As I asked Joel - Do you think it is better to pair learners of the same abiity, different ability or just random?

Thanks, Kate

On 9/25/13, Jamie D. wrote: > I do like Joe...See More

Sep 27, 2013

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Joel R. Kate

Thinking about it as an outsider or imagining I'm in one of your workshops, I feel like pairing participants with stronger skills to ones with weaker skills is a great strategy. The weaker-skilled person will obviously benefit but the stronger one will too, as per that Einstein quote that goes something like "You don't really underst...See More

Sep 27, 2013

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Kate Milani Hi Joel, Thanks for your input! I will give this strategy a try.

Kate On 9/27/13, Joel R. wrote: > Kate > > Thinking about it as an outsider or imagining I'm in one of your > workshops, I feel like pairing participants with stronger skills to > ones with weaker skills is a great strategy. The weaker-skilled > person will...See MoreHi Joel, Thanks for your input! I will give this strategy a try.

Kate On 9/27/13, Joel R. wrote: > Kate > > Thinking about it as an outsider or imagining I'm in one of your > workshops, I feel like pairing participants with stronger skills to > ones with weaker skills is a great strategy. The weaker-skilled > person will obviously benefit but the stronger one will too, as per > that Einstein quote that goes something like "You don't really > understand something until you can explain it to your grandmother." > On common ground as participants rather than a teacher-student or > presenter-audience dynamic, hopefully the stronger person would be > happy to relate what they know. Two weaker-skilled people together > may waste too much time, not using the workshop efficiently and > falling behind, and two stronger-skilled people together may not > learn much from each other, finish early and feel the workshop isn't > a good use of their time. Pairing different levels would keep both > on their toes. This along with the set computer switch I imagine > would facilitate a high level of collaboration. Perhaps ask > everyone to rate their own computer/technology literacy, from 1 to > 3 or 5? (keep it simple) And pair the opposites accordingly. Just a > thought though, with no practical experience to back anything up! > > Joel > > > On 9/27/13, Kate Milani wrote: >> Hi Joel, >> >> Thanks for your response. I think your suggestions are good. I >> need to be more explicit in setting the rules up front and give >> people some type of que. Some of the reasons for not switching >> on their own is probably due to dominant personality types, >> skill levels and perhaps losing track of time. >> >> One of the purposes of pairing students (other than available >> computer resources) is for the students to collaborate on the >> exercises. I a perfect scenario they work together to come up >> with a solution. I am curious if others would pair together one >> person with more skill with one with less skills, match > skill >> levels or just do random pairing? >> >> Thanks, Kate

Sep 28, 2013

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