A lively, step-by-step approach to training the trainers of adults. Using numerous examples from a variety of settings, author Jane Vella compels instructors to critically examine their old teaching model and discover a new experience in education.
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"Jane Vella extAnds her previous work to bring us the sounds, smells, laughter, and images of 'train-the-trainer' workshops in popular education. Through living examples of workshops on health, literacy, and exconomic development in Chile, Haiti, Arkansas, and New England, we see how theory is translated into practice. Kudos for this hands-on application of popular education." (Nina B. Wallerstein, associate professor, Department of Family Community Medicine, University of New Mexico)
"Read this book if yu are serious about making a difference...a difference in the way you train trainers, facilitate training, and affect the lives of your participants." (Paula K. Berardinelli, president, Center for Organizational Research and Education, Inc.)
"A marvelous guide for all of us struggling to understand how adults learn, how we can teach in ways that respect and build on the needs and experiences of adults, and how we can help others learn the principles of popular education." (Richard Schramm, director, Goddard Business Institute, Goddard College)
"Read this book if yu are serious about making a difference...a difference in the way you train trainers, facilitate training, and affect the lives of your participants." (Paula K. Berardinelli, president, Center for Organizational Research and Education, Inc.)
"A marvelous guide for all of us struggling to understand how adults learn, how we can teach in ways that respect and build on the needs and experiences of adults, and how we can help others learn the principles of popular education." (Richard Schramm, director, Goddard Business Institute, Goddard College)
From the Inside Flap
In her well-received 1994 book, Learning to Listen, Learning to Teach, Jane Vella showed how adult education could be structured around adult learners' needs. Now, building on that work, Vella offers a lively, step-by-step approach to training the trainers of adults--showing them how to cultivate an entirely new set of skills for interacting with learners.Through numerous examples in a variety of settings, Vella illustrates the effectiveness of her train the trainer program: in Chile with community health educators, in rural Arkansas with small business developers, in rural Vermont with trainers from diverse nonprofit organizations, in Syracuse, New York, with literacy professionals, in a southern U.S. veterans hospital with professionals teaching about substance abuse, and in Haiti with community AIDS educators. Each chapter example Ands with a summary that invites critique and suggestions and presents indicators of changed behavior from individuals who took part in that particular program.Training Through Dialogue will compel teachers of adults to critically examine the philosophical assumptions, principles, and practices of their old, familiar model of teaching and open up to a new experience of education.
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This review is from: Training Through Dialogue: Promoting Effective Learning and Change with Adults (Jossey-Bass Higher and Adult Education) (Hardcover)
Adult education has been my profession for the past seven years, so I was interested to read this and other books by Jane Vella, highly-recommended by my colleagues. I was quite disappointed: the book is long on theory and short on practical advice. It is also heavily padded with Vella's self-promoting anecdotes in which she overcomes insurmountable problems through her own wit and genius. Within about ten pages I was already annoyed and bored, but I slogged through it because my colleagues had touted Vella as one of the greatest teachers in history. A lot of the theory was interesting but hard to see how practical it would be to actually teach this way: she recommends, a la Paulo Freire, that you vet every lesson with your students to be sure it's what they really want. Sounds time-consuming to me, and I know that many of my students would say, "You're the teacher, you decide!" I do listen to my students' preferences, but for the sake of getting things done, I also make some decisions in the classroom. I don't buy Vella's philosophy that the students must decide everything, although this might work well in some settings.
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Front Cover | Front Flap | Table of Contents | First Pages | Index | Back Flap | Back Cover | Surprise Me!
Inside This Book
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First Sentence:
This chapter explores the assumptions and hypothesis of popular education, an approach to adult education that is based on a particular conception of what it means to be human, a sense of what the world is and can be, a view of the potential of community and society, and finally, a clear epistemology, that is,an understanding of how human beings learn. Read the first page Key Phrases - Statistically Improbable Phrases (SIPs): (learn more)
popular education approach, teaming task, adult teaming, snow cards, generative themes, topical program, deliberative voice, consultative voice, evaluation indicators, trained trainers, adult learners, action indicators, adult educators Key Phrases - Capitalized Phrases (CAPs): (learn more)
Paulo Freire, Kate Farrell, North Carolina, United States, New England, Save the Children, Central Plateau, Good Faith Fund, Kurt Lewin, Pedagogy of the Oppressed, Malcolm Knowles New!
Books on Related Topics | Concordance | Text Stats Browse Sample Pages:
Front Cover | Front Flap | Table of Contents | First Pages | Index | Back Flap | Back Cover | Surprise Me!
This chapter explores the assumptions and hypothesis of popular education, an approach to adult education that is based on a particular conception of what it means to be human, a sense of what the world is and can be, a view of the potential of community and society, and finally, a clear epistemology, that is,an understanding of how human beings learn. Read the first page Key Phrases - Statistically Improbable Phrases (SIPs): (learn more)
popular education approach, teaming task, adult teaming, snow cards, generative themes, topical program, deliberative voice, consultative voice, evaluation indicators, trained trainers, adult learners, action indicators, adult educators Key Phrases - Capitalized Phrases (CAPs): (learn more)
Paulo Freire, Kate Farrell, North Carolina, United States, New England, Save the Children, Central Plateau, Good Faith Fund, Kurt Lewin, Pedagogy of the Oppressed, Malcolm Knowles New!
Books on Related Topics | Concordance | Text Stats Browse Sample Pages:
Front Cover | Front Flap | Table of Contents | First Pages | Index | Back Flap | Back Cover | Surprise Me!
Citations (learn more)
This book cites 22
books:
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7
books
cite this book:
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- Pedagogy of the Oppressed, 30th Anniversary Edition by Paulo Freire on 5 pages
- Joining Together: Group Theory and Group Skills (9th Edition) by David R. Johnson on page 21, and Back Matter
- Learning to Listen, Learning to Teach: The Power of Dialogue in Educating Adults by Jane Vella in Front Matter, and Back Matter
- A Whole New Life: An Illness and a Healing by Reynolds Price on page 104, and Back Matter
- ADULT LEARNERS, ADULT EDUCATION AND THE COMMUNITYAA by BROOKFIELD in Back Matter
See all 22 books this book cites
- Creating a Mentoring Culture: The Organization's Guide by Lois J. Zachary in Back Matter (1), and Back Matter (2)
- How Do They Know They Know: Evaluating Adult Learning (Jossey-Bass Higher and Adult Education Series) by Jane Vella in Front Matter
- Discussion as a Way of Teaching: Tools and Techniques for Democratic Classrooms by Stephen D. Brookfield in Back Matter
- Mentor: Guiding the Journey of Adult Learners by Laurent A. Daloz in Back Matter
- Discussion as a Way of Teaching in Back Matter
See all 7 books citing this book
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