Engaging Adult Learners

JAMES DAVID BRYSON
Author of: Universal Instructional Design: An Implementation Guide (2003)

And Principle-Based Instruction: Beyond Universal Instructional Design (2009)
ENGAGING ADULT LEARNERS

Philosophy, Principles and Practices
Summer 2013
"There are two types of teachers:
Teachers who call on you when
they think you know the answer.
And teachers who call on you when
they’re pretty sure you don’t. Some
teachers look at you and make you
feel like you can do no wrong.
Some look at you and make you
feel you can do nothing right. You
can learn from both types – but you
learn totally different things – about
them and yourself."
(Lily Tomlin in Edith Ann, My Life so Far)
Engaging Adult Learners: Philosophy, Principles and Practices – Jim Bryson

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COPYRIGHT
Published by
James David Bryson
306 Cundles Road West
Barrie, ON CA L4N7C9
Copyright statement © 2013
Users are invited to enjoy and use this material and to share the information they
find in this book with anyone that they feel might find it interesting and who
might benefit from the information and ideas they find here. No further
permissions are required.
I do ask that you respect the work that has gone into preparing this book and
that you will cite it properly where necessary and give proper credit when you
use this material.
Canada – Summer 2013
PS – If you would like copies of the two previous books, Universal Instructional
Design: An Implementation Guide, and/or Principle-Based Instruction: Beyond
Universal Instructional Design, send your request to [email protected]

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PREAMBLE
"The ultimate goal of teaching is to make the new seem

familiar and the familiar seem new."
(Samuel Johnson)
When I wrote Universal Instructional Design: an Implementation Guide, it was

after many years in the fields of corporate training, adult education and disability
services. It was also at the conclusion of an Ontario Ministry-funded research
project in Universal Instructional Design. That experience led to the writing of that
first book about teaching adults. When the research project ended, I reflected a
long while on the experience and on what we had learned about the practices
that constitute excellence in adult teaching and training.
When I decided to write the second book, Principle Based Instruction: Beyond
Universal Instructional Design, it was more about putting my developing ideas in
print for others to consider. I consulted a variety of colleagues, students and
friends whose opinions I valued. I asked each the same question. What should
this book look like? The responses were consistent. Make it clear. Make it
relevant. Make it practical. Make it engaging. Make it understandable. Make it
interesting. And finally, they said, make it brief. The feedback that I received
confirmed that I had done so.
This even shorter book, Engaging Adult Learners: Philosophy, Principles and
Practices, takes some of the main concepts of Principle Based Instruction and
then focuses on a particular set of concrete instructional practices that I believe
will engage adult learners and provide teachers with a sense of enjoyment and
satisfaction in their role. If you have not read Principle Based Instruction, you
probably should as a basis for what is in this book, since what is drawn from that
book is presented in only brief form here. However, this book stands on its own as
a source of practical ideas for successful and satisfying teaching at the
postsecondary level. The goals are as follow:
1. To define and promote a particular philosophy and set of guiding principles.

2. To outline shifts in perspective on student learning and performance
characteristics that we need to consider in course planning and delivery.
3. To provoke thought, discussion and debate about teaching adults.
4. To promote and encourage a set of specific teaching practices that I believe
reduce barriers to learning and contribute to student engagement and
success and to teacher enjoyment and satisfaction.

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A PHILOSOPHY OF TEACHING ADULTS
The starting point is an underlying philosophy of teaching. We all have one,
though it may not be formally articulated. For myself, the four core beliefs upon
which my approach teaching adults is based are outlined below.
1. TEACHING IS DIALOGUE. From the time Socrates walked along

garden paths in Greece engaging students in dialectic
reasoning as a means by which knowledge is conveyed and
produced, we have recognized that dialogue between
students and teachers and between students and other
students are absolutely fundamental to the process and
outcome of learning and teaching.
2. LEARNING IS ENGAGEMENT. While passive attending can result
in learning, I believe students learn much better when engaged
with content and with the process of instruction. Some of the
best teaching methods incorporate active participation and
one of our primary goals is engaging such participation.
3. GROWTH IS DISCOVERY. The desire for knowledge begins with
wonder, carries through with pursuing curiosity and is driven by
a need for the discovery and synthesis of knowledge. Good
teaching enables students to satisfy wonder, exercise curiosity
and associate what is new with what is already known.
4. KNOWLEDGE IS APPLICATION. We demonstrate knowledge
when we apply it appropriately and effectively. It becomes
evident and relevant when it is used. It is also the application of
knowledge that serves to reinforce learning. It is how we test out
and demonstrate its benefit.
It is interesting to note that each of these philosophical statements can also be

read backward with equally significant meaning. Dialogue is teaching.
Engagement is learning. Discovery is growth. And application is knowledge. And
there are some days when I think these reversed versions make more sense.

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William Foster wrote that "quality is never an accident. It is the result of lofty
intentions, persistent and sincere effort, knowledgeable self-direction and skilful
application. It reflects a series of intelligent choices among alternatives along the
way." The key words are 'a series of intelligent choices along the way.' If we base
the choices we make about the teaching practices we use on principles that
effectively guide us, we make decisions that result in the skilful application of our
education, experience, expectations and expertise. This, along with feedback
from our own reflection, from colleagues and our students, helps us to shape a
process of continuous improvement. Founded on guiding principles, the
decisions we make as teachers lead to the establishment of a supportive and
engaging learning environment providing students and ourselves with a dynamic
learning process and positive learning experience.
Teaching at the postsecondary level has changed a great deal in the past
decade. We have seen shifts in our perspective on core educational issues. I
emphasize six shifts I believe we need to consider when planning our work:
1. The diversity of our student population and the multiplicity in that diversity.
2. Our understanding of the art and science of teaching adults.
3. The role of technology in teaching practice.
4. The integration of learning strategies and learning accommodations.
5. The reconceptualization of the role of adult learning principles.
6. The need for substantial change in the way we evaluate performance.
These shifts in thinking have had and will continue to have a significant impact
on the way we carry out curriculum design, the delivery of classroom instruction
and our evaluation of student achievement and satisfaction.
Our student population has become ever more diverse. Beyond diversity, each
group has within it its own multiplicity and the current emphasis in teaching is
about 'multiformity' rather than uniformity – and certainly not conformity.
Teachers who acknowledge and appreciate the adjustments necessary to
provide a diverse student population with opportunities for success are the
teachers who are most effective in engaging students because they adapt their
design, delivery and evaluation activities accordingly. It is not about 'lowering
standards,' 'dumbing down content' or 'lecturing to rather than engaging
participation' in learning. It is about finding a different pathways for success in
meeting expectations for 'higher education' and higher order thinking for an
increasingly diverse group of adult and young adult students.

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We are, after all, in the business of 'higher' education.
And unless our expectations, for ourselves and for our
students, reflect a commitment to higher learning
and higher education, we lose sight of those goals.
Higher education is not about rote learning and
regurgitation – it is not about simply memorizing,
remembering, understanding and repeating. It is
about developing higher order thinking, as outlined
in the revised Bloom's Taxonomy graphic on this
page. Teaching adults is not as easy as some
teachers make it look. If it were that easy, then every
teacher in our institutions would teach equally
effectively. Teachers who are committed to high-
quality instruction produce a learning environment in
which students excel academically and develop
personally and interpersonally. It is my view that a
principle based approach takes advantage of the opportunities that are
provided by our recent shifts in perspective and provides students with the things
they need in order to succeed in their academic program. These include:
1. Believing that they can succeed – a sense of self efficacy
2. Being treated as responsible – partnership / reciprocity in learning
3. Knowing instruction 'matches' their style – 'goodness of fit'
4. Being engaged in the learning process – participative learning
5. Having access to appropriate resources – adequately supported
6. Understanding what they are being taught – meaningfulness and clarity
7. Finding course content interesting and practical – relevance
8. Applying learning in a variety of ways – choice, multiplicity and flexibility
9. Succeeding early in a course – motivation and encouragement
To do that, we as teachers must communicate the following messages to

students on the first day of classes:
1. I know who you are (audience awareness)
2. I know what we have to accomplish (intended learning outcomes)
3. I will present you with choices in getting there (fairness and support)
4. I have an organized plan (syllabus/agenda/outline)
5. I will provide manageable information (clarity)
6. I will make the work appealing (interest)
7. Involvement is low-risk and high-reward (participation)
8. All ideas are important and valued (respect)
9. I will use our time productively (relevance)
10. I will help you to succeed (support)

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FIVE ESSENTIAL PRINCIPLES FOR INSTRUCTIONAL PRACTICE
Most approaches to quality instruction are founded on a particular set of guiding
principles. Often these principles are explicitly expressed. At other times, they are
implicit in teaching practices. The work of a number of educational pioneers
established an appreciation, growing consensus and eventual acceptance of a
'principle based' approach with the intent of universal application across a wide
range of student experiences and capabilities. Having examined different sets of
principles underlying postsecondary instruction, with a focus on the ways in
which those principles influence teaching, I noticed common themes and then
isolated what I saw as the most important principles that could influence
decisions about curriculum design, delivery and evaluation.
A principle is 'an idea that influences you greatly when making a decision or
considering a matter' (Cambridge dictionary). The five principles I believe best
inform teaching practices are presented in the graphic that follows. I selected
them very carefully. After using them for more than five years and discussing
them with many teachers and students, I have found no need yet to modify
them. They have stood the test of that short period of time quite well and have
been adopted by many teachers with whom I have worked. These principles are
not merely philosophical positions – they are practical criteria for instructional
decisions. They act as reference points for excellence and I believe they offer
teachers a reliable foundation for instructional practices.

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As I noted, these principles are intended to influence instructional decisions.
Applied to classroom activities, they suggest the following questions:
o Are the instructions, the purpose and the intended learning outcome(s) for
this activity clear enough to be correctly understood by all students?
o Is this activity fair? Will all students be able to understand and participate in it
as a learning exercise? What choices do they have? Is it related to course
content and laid out in a logical manner?
o Will this activity add to my students' interest in content? Will they find it
engaging and motivating? Will it stimulate curiosity and participation?
o Is this activity relevant to the intended learning outcomes for the course? Is it
relevant to student expectations? To my instructional goals?
o Have I provided support for success in terms of information, curriculum
content, discussion, interaction, activities and available resources?
If you are designing an assignment, then substitute the word assignment for
activity. Remember - if a guiding principle is to be 'an idea that influences you,'
asking ourselves these reflective questions is a way of using that guidance
productively. In terms of what each of these principles implies, consider the
following suggested activities.
Clarity is defined as easy to understand. It is about preparation and manageable

information. Clarity begins with learning outcomes and continues through the
use of understandable materials, texts and methods of delivery. It is about:
o Explicit teacher and learner expectations (in the course outline and syllabus).
o Information that is readable, understandable and easily managed.
o Advance organizers for each class to establish interest and focus.
o Checking for understanding to assess need for clarification or elaboration.
o Meeting accessibility standards for information presented and distributed.
o Instructional language that is understandable and minimizes technical terms.
o Encouraging students to expand on responses that might be unclear.
o Providing supplementary information and learning activities that foster clarity.
o Providing examples and illustrations that enhance understanding.
Fairness is defined as balanced, open, responsive, reasonable, non-

discriminatory and just practices. It is about providing students with expectations,
choices and alternatives and creating equal opportunity. It is about:
o Being open to alternative ways to arrive at the same outcome.
o Varying instructional and evaluation techniques responsively.

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o Finding different ways to deliver curriculum so students demonstrate mastery.
o Offering and being open to alternatives for assignments, tests and projects.
o Setting reasonable expectations that can be met by all students.
o Presenting content in a variety of forms so students connect with curriculum.
o Ensuring tests and exams have a variety of question types.
o Providing a variety of formative active learning experiences.
Interest is defined as the degree of appeal to attentiveness or curiosity. It is about

engaging students with curriculum content through its delivery, applying a set of
teaching methods interesting enough to engage participation. It is about:
o Focusing on the most relevant content.
o Establishing an atmosphere in which interest in content and delivery is high.
o Creating an environment where participation is low-risk and high-reward.
o Varying activities to engage attention and sustain concentration.
o Using engaging guest lecturers with expertise in specific areas.
o Using group activities as methods for increased interest and participation.
o Shifting emphasis in response to the dynamic process of learning.
o Emphasizing material related to intended learning outcomes of the course.
Relevance is defined as the degree of connectedness or significance. It is about

an emphasis on essential content that is important, applicable and related to
their intended learning outcomes. It is about:
o Identifying the essential concepts and information in the course.
o Designing, delivering and evaluating learning in relation to essential content.
o Ensuring the text is appropriate to intended learning outcomes and well used.
o Ensuring that activities, resources and evaluation formats are relevant.
o Getting feedback from students on what is most relevant for them.
o Recognizing not all information in the text needs to be covered.
o Connecting course content to program and career context.
o Design, delivery and evaluation relevant to the modern world of work.
Support is defined as the availability and promotion of assistance or resources. It

is about recognizing students do not arrive with all the knowledge and resources
they need. It acknowledges the teacher's role in providing information about
institutional supports to students. It is about:
o Setting up course websites with supplementary materials such as tip sheets.
o Providing class notes and PowerPoint slideshows online.

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o Being available to respond to students who have questions or concerns.
o Explicitly reviewing essential learning skills in class.
o Explicitly reviewing the support systems available to students in the institution.
o Reviewing learning strategies in core skill areas.
The decisions influenced by the underlying philosophy and these five principles
are related to the three dimensions of teaching, which include:
THREE DIMENSIONS OF TEACHING
DESIGN is about all of the things that we do before the
RELEVANCE
first class in a course occurs, from identifying essential
FAIRNESS
SUPPORT
INTEREST
CLARITY
content and selecting a text to deciding on how

furniture will be arranged.
1. Defining essential content and ensuring the scope

 
of content is built on intended learning outcomes.
2. Sequencing content in a nested, laddered, logical
  
or other format so there is a clear discernible flow.
3. Determining a structure for delivery that includes
  
teacher dialogue and active learning exercises.
4. Integrating and applying adult learning principles
  
and learning strategies into delivery and evaluation.
5. Selecting evaluation activities: type, number of
  
elements and scheduling those activities.
6. Ensuring accessible materials including an online
  
copy of the text and a course-based website.
7. Identifying available individual or institutional system
 
resources to support student success.

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DELIVERY is all about the various ways in which we
RELEVANCE
transmit curriculum content to a diverse student group
FAIRNESS
SUPPORT
INTEREST
CLARITY
through defined instructional activities.
1. Using advance organizers, introductions and

   
conclusions for association with previous content.
2. Providing information that is clear, relevant,
understandable, manageable and able to be    
processed by all students.
3. Using frequent checks for understanding to confirm
   
learning and to determine need for clarification.
4. Adjusting delivery flexibly to respond to a need for
 
clarification and to engage participation.
5. Using guest lecturers for variety and to present
specialized knowledge that is relevant to the  
course's intended outcomes.
6. Using active learning exercises to facilitate
   
interaction and cooperative learning.
7. Ensuring the appropriate use of available
 
technology – especially in the use of PowerPoint.
EVALUATION is all about all of the things that we do to
RELEVANCE
measure academic achievement and student FAIRNESS
SUPPORT
INTEREST
CLARITY
satisfaction with the course.
1. Ensuring that the scope for graded work

 
adequately reflects intended learning outcomes.
2. Designing evaluation activities so they engage
  
students in higher-order thinking.
3. Using early evaluation and prompt feedback to
  
prepare students for subsequent evaluation.
4. Using a variety of evaluation methods with
 
appropriate weight in response to student diversity.
5. Providing marking schemes (rubrics) as guidelines
  
for performance to ensure grading is understood.
6. Promoting early submission for non-graded preview
  
and teacher comment/feedback.
7. Evaluating student participation and satisfaction as
 
well as student achievement in the course.

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Generally I have found that teachers spend about 35-40% of their time on course
design, about 40-45% on course delivery and about 15-20% on evaluation. This
varies, of course, depending on whether you are teaching a course the first time
or the tenth time, and on your decisions about the kinds of evaluation activities
to build into your evaluation protocol.
I am sure that others can add any number of specific techniques or methods to
each of the dimensions of design, delivery and evaluation. The previous tables
highlight just some examples of the ways in which teachers use instructional
practices to ensure quality in these three dimensions of teaching.
And our methods and approaches continuously evolve. Teaching is about

change, as with all other professions, change that is for the most part
evolutionary – and occasionally revolutionary – but a process of continuous
adaptation driven by changes in educational policy, technological innovation
and the shifting demographic characteristics of students and the labour market.
We simply shift as well, carried along on the waves, doing our best to forecast
and anticipate and integrating that knowledge into our teaching practices.
Sir Ken Robinson, in a lecture entitled 'Escaping Education's Death Valley,' talks
about the tasks and intended outcomes of teaching, focusing on the fact that
the role of the teacher is to ensure learning, and that if students are not learning,
then teachers are not achieving their intended goals. If was are to engage
students in learning, he suggests, then we benefit by focusing on the particular
kinds of teaching activities that respect the broad diversity of our student groups,
the importance of engaging their curiosity and the value in supporting their
creativity. I believe that the strategies in this book are among those which
succeed in doing so.

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THE ULTIMATE GOAL OF PRINCIPLE BASED PRACTICES
The result of developing a philosophy of teaching adults, defining a set of
principles to influence decisions about teaching practices and applying that
philosophy and those principles to the three dimensions of teaching – design,
delivery and evaluation – is the production of a supporting and engaging
learning and teaching environment as summarized in the graphic below.
FACILITATING BARRIER FREE LEARNING

The term 'barrier-free' suggests a level of perfection I believe is unattainable. It is
not about perfection, but about continuous improvement in our ability to offer
effective educational opportunities to an increasingly diverse student group. A
barrier is an obstacle and I have always believed that there are four ways to
deal with obstacles – over, under, around or through. And while many barriers to
effective learning are genuine, some are imaginary. They are illusions – scary
things that worry us only until we understand and appreciate them. And this has
been proven with such things as 'if we provide more information in advance,
students will not come to class.' The opposite has been shown to be true.

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Every barrier is an opportunity for our skill development. And each time we find
ways to reduce barriers to student learning, we reduce barriers to our own
enjoyment and satisfaction as teachers. It is a matter of reciprocity and
mutuality. Over the past few years I have been fortunate to work with hundreds
of students and hundreds of teachers in different colleges, discussing teaching,
learning and the changing demographics of entering students. I have drawn the
following generalizations, recognizing they are generalizations but knowing that
these generalizations can apply to most of this population.
1. They are reluctant readers (not non-readers as some have said) in relation to
what we expect of the reading behaviours of adult students.
2. They are technologically dependent, some might say addicted, though I
prefer obsessive (always thinking about) and compulsive (always engaging
in) a small number of technologies, but not as technologically skilled as many
of us might believe they are.
3. They prefer passive learning to active learning and like to receive information
(be taught to) rather than participate in the learning process.
4. They are dependent on teacher-provided content and resources (e.g. notes,
postings on BlackBoard or WebCT).
5. They have limited capacity for sustained focus resulting in short attention
spans and easy distractibility.
6. They are not proficient in higher order thinking though quite capable of it
when shown how and expected to.
7. They find expressing ideas verbally and especially transmitting knowledge in
writing quite challenging.
8. They are increasingly anxious about the labour market and careers and may
choose academic programs not out of interest or passion but because they
believe that program will lead to well-paying, secure employment.
9. They use transactive rather than explicit memory as their modality – meaning
that if they know where to find information, they do not invest in memorizing
that information – and I view this as a strength and important consideration in
how we teach and especially how we evaluate their learning.
In the balance of this book, I want to recommend teaching practices that

respond to the changing demographics, needs and expectations of entering
students as well as the philosophy and guiding principles I promote. I believe
these practices result in student engagement and success and that they
enhance teacher enjoyment and satisfaction. This is not the definitive list of 'best
practices,' but an overview of some of the most important practices I believe
produce a supportive and engaging learning and teaching environment.

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Our goal in developing teaching practices is to facilitate and encourage student
success behaviours. To do so, we need to ask ourselves a few questions:
 What do I do to encourage students to prepare? Do I use summaries to
motivate preparation for the next class? Do I provide advance organizers?
Do I make time to work with students?
 What do I do to encourage students to attend? Do I make class time and
activities interesting? Do I engage students in higher order learning activities?
Do I introduce new and interesting material?
 What do I do to encourage students to participate? Do I make participation
low-risk and high-reward? Do I coach students about how to participate? Do
I make it easy for students to get involved?
 What do I do to encourage students to work efficiency? Do I provide clear
outlines for assignments with detailed marking schemes? Do I suggest how
much time they should commit for assignments?
 What do I do to encourage student to reflect and review? Do I provide a
preview and summary in each class? Do I suggest what material they should
review? Do I encourage reflection?
It is not about the 'latest' method or fad. It is about integrating tried and proven
methods of teaching that produce the environment and outcomes that we find
enjoyable and satisfying. And it is about integrating those methods in a manner
that fits your personal instructional style and objectives.

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ENGAGING INSTRUCTIONAL PRACTICES
It is my belief that the teaching practices that follow in this book, some of which
you may already be doing and others that you might find interesting and helpful,
will reduce barriers to student engagement and success and lead to teacher
enjoyment and satisfaction. But I do not and would not expect anyone to try to
build all of these or other practices into their instructional methods overnight.
What is important is having a defined process of continuous improvement where
we develop and incorporate practices over a period of time, focusing on quality
of our instruction rather than the number of new things that we try.
The table below indicates which of the five principles are met simply by the
implementation of these practices. The quality and style with which they are
employed will, I expect, result in the other principles being met as well.
RELEVANCE
FAIRNESS
SUPPORT
INTEREST
CLARITY
1. Standards for instructional practices X X X
2. The use of advance organizers X X X X
3. A focus on essential content X X X
4. The use of previews and reviews X X X X X

5. The application of adult learning principles X X
6. Engaging student participation X X X X
7. The use of active learning group activities X X X X
8. Open book testing X X X X X
9. A process approach to assignments X X X X
10. The use of technology X X X X

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THE IMPORTANCE OF STANDARDS
A standard is defined as a required degree of quality or attainment, especially in
a professional practice. Standards are guidelines, benchmarks, ways to evaluate
the quality of our teaching performance and that of our students. Here are my
suggestions for some key standards that reduce barriers to learning.
1. Hours of work outside class. My guideline for students is 1 hour of preparation

for each class and 2 hours of time for every 5% of what a test or assignment is
worth. So, for a 20% assignment or test, I expect that most students will need
to commit 8 hours of time – and I design tests and assignments accordingly.
2. Test/assignment value. No assignment should be worth less than 15%, none
should be worth more than 30%. In that way, all assignments are significant in
value but no single assignment can determine success or failure in a course.
An exception: bonus items, which I suggest should be worth at least 10%.
3. Early graded feedback. Students should receive some form of graded
feedback by week 3 or 4 in a semester. This can be as simple as a writing
sample (a helpful way to appreciate students' writing and language skills); a
short open-book quiz or a basic mind map.
4. How many pieces of evaluation. I have found that the average is 5 pieces of
evaluation, often including an early quiz; a short assignment; a midterm test;
a somewhat larger assignment; and a final test or examination.
5. Relevance of evaluation tools. Do assignments and test questions relate
clearly and directly to the intended learning outcomes for the course? They
should – and students should be able to see this connection.
6. Forms of testing. I suggest the only form of testing supported by a principle
based approach is the open book test. I cover this in more detail later. And
all tests should include a variety of question types – no test should be made
up on only one type of question – especially multiple-choice.
7. Provision of grades back to student. In most cases, we should have grades
back to students within one week.
8. Grading for classroom participation. My suggestion is that participation
should always be graded and I deal with this in more detail later. It may be
part of the course grade or a bonus mark, but if we believe participation is
central to higher education, it should be graded.
9. Penalties for late submissions. The most common penalty seems to be 5% per
day. I use a penalty of 10% per day. I would note that all assignments for the
semester should, wherever possible, be communicated on the first day of
classes, none being introduced after that time, so that students have ample
time schedule time across the semester in order to complete assignments.

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You can readily see that these standards relate primarily to the evaluation of
learning and performance – and, in my view, this is the teaching dimension in
which most work and most improvement is needed and possible.
In selecting evaluation methods for a particular course, teachers consider

several things, including:
Intended learning Is this evaluation activity – type, content and product

outcomes – consistent with intended learning outcomes?
Relevance to course Do evaluation methods assess content mastery and
content application? Do they require higher order thinking?
Teacher preference What evaluation methods does the teacher feel
provide the best evidence of student achievement?
Student interest Will the evaluation activities engage students'
attentiveness and curiosity?
Validity / reliability of Does the grading system fairly assess performance? Is
grading the work there a grading scheme that guides student effort?
Fairness / flexibility Do all students have an opportunity to perform well
on the evaluation activity? Are there choices?
Ease of design How easy is it for the teacher to design, develop and
implement this evaluation activity?
Ease of administration How easily can this specific evaluation activity be
(especially tests) administered to students?
Ease of marking How complicated and time consuming is the grading
process for the evaluation activity?
These and other evaluation considerations help teachers to choose methods of

evaluation that are clear, fair, interesting, relevant and supported. As a result,
principle based decisions about evaluation contribute to student success in
managing the course and teacher success in delivering the course.

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THE IMPORTANCE OF ADVANCE ORGANIZERS
You will notice that many textbook chapters begin with an overview or preview
and end with a review or summary. These establish key information and focus
readers so they attend to that information. These are advance organizers, tools
that we use to orient students to the topics to be covered; to outline the
preparation required for a class; and to engage students in planning practices.
David Ausubel described advance organizers as helpful tools that are sent "in
advance of the learning material and at a higher level of abstraction,
generalization and inclusiveness" than the content itself.
My advance organizers are usually brief and more often than not ask students to
reflect on two or three questions. They can be more elaborate if I feel that would
be helpful to students. However, in general, students ask for and respond best to
advance organizers that are short, to the point and relevant. When designed
effectively, advance organizers:
 direct attention to what is important in the new materials
 highlight relationships among the ideas to be presented
 remind students of important related information they already have
It is my view that most students process verbal information (narration / writing /

reading) better if they have visual references (graphics, charts, tables, lists,
pictures, mind maps) to support content learning. Depending upon the student
group and its diversity, advance organizers can be text, such as:
Next week we will be dealing with leadership and motivation. Please read
chapters 8 and 9 in your textbook and consider the following:
 Identify someone you feel has leadership characteristics, according to the
competencies / characteristics list, but who is not a political or business
leader – someone who may not have the position or title of leader.
 Think about the last person you reported to at work – what leadership
competencies / characteristics did they demonstrate most consistently –
which did they not?
 Reflect on your Myers-Briggs style and think about how you would
describe your own leadership style?
 Are leaders born or made? Reflect on this and be prepared to give and
explain your opinion on this question.

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Depending upon the student group and its diversity, advance organizers can be
graphical, such as that below, along with a question such as: 'Consider the
elements of a creative workplace suggested by the graphic. Think about the last
place that you worked and apply these elements to that workplace. How
creative a workplace was it?' What made it so? What was missing?
Depending upon the student group and its diversity, some advance organizers
that engage students the most are simple mind maps, such as that below:
From: http://dynatips.com/what-is-mind-mapping/

Page 20
One of my most effective advance organizers is the class preparation note. I ask
students to hand this in at the beginning of each class. It ensures that they do
some preparation for class, and, as it is graded (typically 15% of their final mark),
they find it a meaningful and worthwhile exercise to complete. I advise them to
keep a copy as it also becomes a useful study tool.
If advance organizers are designed well, considering the student group and the
course intended learning outcomes, and used effectively, students will:
 Have previewed essential content – so are hearing some things the second
time – and that leads to better information processing
 Know what they do not have to make notes on and can just listen to
 Know what they have to make notes on – and do so
 Be able to participate more meaningfully in discussions and activities
because they have the information on which to base participation

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THE IMPORTANCE OF A FOCUS ON ESSENTIAL CONTENT
Teachers naturally group content into one of three areas that are depicted in
the graphic to the right.
Essential content is content necessary

for students to achieve the intended
learning outcomes defined in the
course outline. In most college and
university outlines, intended learning
outcomes are general enough to allow
teachers flexibility in selecting content.
Supplementary content is additional
content material that supports the
achievement of those same intended
outcomes. This is often such things as
related examples, illustrations, stories
and case studies. Tertiary content is material which, while less directly related to
intended learning outcomes, may be of particular interest to teachers and, in
the view of those teachers, would be relevant, helpful and of interest to students.
But it should be used sparingly.
This focus on essential content benefits students by identifying not only what is
important but what is not important. When I talk with teachers who say they
don't have time to cover all the content they want to cover, it is often that they
are covering content that is not essential to meeting the learning outcomes of
the course or that they are not applying the adult learning principle of 'shared
responsibility' (this is covered later). A focus on essential content is time-efficient
and, in my view, allows teachers to develop learning activities that can
successfully engage student focus and participation.
Once essential content has been identified, teachers will choose to organize the
delivery of that content in a nested, laddered, logical, text-based or interest-
based sequence and lay out supplementary material accordingly.
A few years ago, I watched a video called 'The Five Minute University' by a
comedian named Dan Novello (character name 'Father Guido Sarducci). It was
a satirical piece with a core message that I found quite meaningful. His premise
was that we should teach only the information that we believe students will
remember five years after leaving college. That's a little excessive, and comedy
is often an intentional exaggeration, but it made me appreciate the merit of a
focus on essential content.

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Now, as part of the course design process, I write out the 10 (occasionally more)
things I want students to remember three years after they complete the course. It
helps me to define essential content. For example, 10 things I want students in
the Principles of Management course to remember three years from now:
*ILO – Intended learning outcome for the course
*ILO 1
ILO 2
ILO 3
ILO 4
1. Managers have many tasks and responsibilities, but one job X X X
– to ensure the success of everyone that reports to them
2. The purpose and significance of vision, mission and values X X X

3. The techniques of effective managerial communication X X
4. An awareness of the most significant challenges facing X X X
managers in a global economic environment
5. The essentials of planning (establishing vision and mission; X X

setting goals; defining strategies; allocating resources)
6. The essentials of organization (establishing structure; X X

establishing lines of authority; allocating resources)
7. The essentials of leading (communicating a vision; X X

energizing employees; evaluating performance)
8. The essentials of control systems (establishing processes to X X

regulate, monitor and provide feedback on individual and
organizational performance)
9. An appreciation of diversity as an organizational asset X X

10. How to build and maintain environments that foster X X
communication and creativity and that reduce conflict
It is an interesting exercise to define core and sustained learning for the courses
we teach, but it also helps define, in the context of intended learning outcomes,
what the essential content is that must be delivered. I recommend that you try
this for the courses that you teach – it is informative and developmental.

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THE IMPORTANCE OF PREVIEWS AND REVIEWS
There are times when, in a rush to cover content, we forget something simple
that is important to the way students process learning. When ministers, pastors
and priests are being trained, there is an axiom emphasized in their delivery of
sermons – 'tell them what you are going to tell them; then tell them; then tell
them what you told them.' It is a simple rule, to be sure, but an important one.
Just as we find that the weaker parts of student essays and papers are most
often the introductions and especially the conclusions, sometimes we forget how
important previewing and reviewing are in teaching, not only for us, but as
models for students in the importance of previews and reviews.
Our introduction outlines for students what

will occur during the class and what
matters most. We use introductions or
previews to connect past learning to what
will be learned that day and:
 To set the tone and context for the
lesson to be taught
 To inform students of the
information/content they can expect
 To prepare students to process the
information to be presented
 To outline the process and activities for that class
 To discuss prior learning with which current content can be associated
Our conclusion or review wraps up the class and highlights main themes and
concepts. The closing summary's functions include:
 To restate the main themes
 To take the bulk of information and highlight the essentials
 To repeat key words, phrases and concepts
 To connect content to the intended learning outcomes of the course and to
the content to be covered in the next class
It is my practice to write out, word for word, the introduction/preview and

summary/review I will use for each class. By doing so, I ensure:
1. That they include what I want to say
2. That they are precise and comprehensive
3. That they achieve their purpose of orienting students and linking content
4. That they will actually be used, not overlooked as time runs out

Page 24
THE IMPORTANCE OF ADULT LEARNING PRINCIPLES
It is not that we as teachers don't appreciate the important of adult learning
principles, but I have found that many teachers do not consider them explicitly in
their curriculum design and delivery planning. And that is unfortunate, for they fit
comfortably with our philosophies of learning and teaching, and an example of
that fit provided in the graphic below:
It was in 1990 when Malcolm Knowles first distinguished pedagogy from

andragogy by presenting his six (6) assumptions about adult instruction. Many
educators feel this was one of the most important and influential ideas in
education. These assumptions now seem self-evident:
 The need to know: adults expect to  The learner's self-concept: adults are
understand the relevance of a course mature, responsible individuals who
to their learning needs. are capable of self-direction.
 The role of experience: adults have  Readiness to learn: adults need to

experiences that are rich and share in decisions about what is to be
important learning resources. learned and when.
 Orientation to learning: adults see  Motivation: adults' intrinsic motivation

learning as necessary for performing is often more important in learning
tasks or solving problems. than extrinsic motivation.

Page 25
"The reasons most adults enter any learning experience is to create change. This
could encompass a change in their skills, behaviour, knowledge level or even
their attitudes about things (Adult Education Centre, 2005)." Factors that
influence adult learners include their degree of motivation, previous experience
and level of engagement with the learning process and how they apply what
they learn. An intentional application of adult learning principles takes these
factors into account in design, delivery and evaluation. The graphic below
summarizes the application of adult learning principles and questions that we
can ask ourselves as part of that implementation.
An example of adult learning principle application: A teacher was approached

by a student who was dissatisfied with a grade on an essay. Typically, the
teacher would have re-graded it. However, the teacher felt a detailed and fair
marking scheme had been used and that papers had been marked according
to that rubric. Instead of remarking the paper, the teacher applied 'shared
responsibility.' The teacher gave the student anonymous copies of essays that
had received an 'A' and which had received a 'C.' The student's task was to
review these papers, compare them and return to make a case for additional
marks. The student did so and feedback from the student indicated an

Page 26
appreciation of the shared responsibility and recognition that more about the
topic was learned by reviewing other essays for comparison.
Another example: The selection of active learning exercises is influenced by the

adult learning principles of learning by reflection and applying prior personal
experience. That means we emphasize the use of such exercises as think-pair-
share; buzz group; peer interview/survey; graffiti posters; round table; card sort;
and matrix, which may be some of the most relevant active learning exercises.
(See the section on active learning exercises). These exercises allow students to
apply adult learning principles in collaboratively – and productively.
A third example. The three principles of shared responsibility, self-directed

learning and learning through reflection mean students are expected to arrive at
class prepared for the material to be covered. If teachers support these
principles, they do not feel obliged to cover content students were expected to
review in preparation. This would free teachers to work with content in relevant
and inventive ways rather than covering it to compensate for students who have
not prepared as expected.
A fourth example. When assignments offer students alternatives we are applying

adult learning principles. For example, when a finite topic list is provided from
which students choose a topic, we can add "and any other topic which, with
prior teacher approval, can meet the same learning outcomes and be graded
with the same rubric." This permits autonomy, student participation in defining the
assignment and recognition that varying experiences provide different funds of
knowledge and perspectives toward assignment completion.
The implementation of adult learning principles into our design, delivery and
evaluation also demands that we describe and explain our expectations for
students in relation to these principles so students understand the implications of
engaging as adults in their own learning experiences.

Page 27
THE IMPORTANCE OF ENGAGING PARTICIPATION
The value of student participation is well documented. The grading of student
participation, on the other hand, has been significantly more controversial. In
some settings, teachers are encouraged to grade student participation. In others
teachers are discouraged from doing so. Many teachers grade classroom
participation as a bonus mark. In their study, Dallimore, Hertenstein and Platt
identified six categories of faculty behaviour that can enhance student
participation. The first of their findings was that "graded and required
participation is a major category that emerged for both quality and
effectiveness. (Student) respondents repeatedly identified the importance of
graded participation, suggesting that instructors ought to 'make it a significant
part of our grade.' When asked what a professor says or does to increase the
quality of student participation, grading and requiring participation were
regularly mentioned." After reviewing related articles and comments from various
faculty members and students, it seems that:
1. Students do not really take participation marks seriously unless these marks
are part of the overall course grade and not simply bonus marks.
2. Students do not take participation marks (or other marks) seriously unless they
are at least 10% of the final mark in the course.
3. Students need a clear and definable grading/marking scheme or rubric for
participation in order to put forth effort for those marks.
I recognize that there are two arguments raised against grading participation as
part of the overall grade. Some say that it is unfair to students who are shy or who
feel their verbal skills or mastery of course content is inadequate. As a result, they
may hesitate (or decline) to make a comment, respond to a prompt or ask a
question. Others say that classroom participation in and of itself does not
necessarily reflect content acquisition.
The issue is not about the fairness or unfairness of grading participation but is
whether or not classroom participation is seen as essential to postsecondary
learning. As with any graded work, students can choose not to do what is
necessary to earn those grades. The research is very clear – participation
enhances the quality of adult learning. If so, then participation must be a part of
the overall grade for the course. I find there are four fundamental teaching
practices that underlie success in engaging participation:
1. Teachers need to create a supportive learning environment in which
participation is seen as low-risk and high-reward. There are a set of specific
skills in rapport-building that help develop such an environment and
communicate it to students through both word and action. These strategies

Page 28
range from the power of a simple friendly greeting to how teachers respond
to a variety of student responses to being invited to contribute.
2. Teachers need to understand the learning strategies necessary for student
participation. These include active listening, note-making, questioning, verbal
expression, written expression and working in groups – to name a few.
3. Teachers have to take responsibility for becoming good observers of student
participation; and, in larger classes, this may be challenging.
4. Teachers need to present a clear and relevant rubric or marking scheme
(mine is presented below) that outlines how participation will be graded and,
in doing so, indicates which specific behaviours will contribute to grades.
The weighting for this rubric is based on participation being 15% of the final
grade. It can be adjusted as necessary if participation is weighted differently.
The rubric is uncomplicated and identifies four specific, observable behaviours
that I used to collectively determine the grade for participation. I have seen
participation rubrics that include such things as the teacher's perception of the
students' degree of preparation for class, which cannot be observed – but I
believe all criteria in the rubric should be observable.
I also appreciate that there are times, such as when teaching classes of 90+
students that it is not feasible to mark for participation in this manner. While that is
unfortunate, it may be the reality for some teachers.

Page 29
THE IMPORTANCE OF ACTIVE LEARNING GROUPS
The research on and experience with active learning exercises confirms that they
have become an essential part of teaching adults. Active learning is any activity
that engages students in doing things and thinking about the things they are
doing. In these exercises, students talk, listen, discuss, debate, read, write and
reflect on content through a variety of activities that require them to interact
with each other toward a collaborative outcome. These exercises ask students to
listen, speak, interact and work and play with others about ideas, concepts and
information – with the goal of producing shared learning.
The active learning exercises in the table that follows require little in terms of
resources. Those with arrows are the exercises students indicate they find most
engaging. The fact that they require little in terms of resources does not mean
teachers do not have to prepare for them. The success of the exercise depends
entirely on how they are designed, presented, explained, guided and reflected
upon. For each exercise, teachers first:
 Explain the activity. Is your explanation clear? Concise? Brief? Written?
 Clarify the intended outcome. What do they have to produce?
 Outline a process. How do they carry out the exercise? What are the steps?
 Give an example. Outline similar exercises or model a sample response.
 Review any rules/guidelines. What are participation and contribution rules?
 Set a time limit. What is a reasonable time limit (see note later)?
 Provide a prompt. Will it be a direction? A quotation? A question? A case
example? A written statement? A fact sheet? A handout? An article?
 Check for understanding. Is everyone clear on the process, time limit,
guidelines and intended outcome?
 Facilitate reflection on the exercise when completed. What did they
accomplish? What did they learn? How can this information be used?
Most teachers who use active learning exercises use 3-4 different types over the
course of the semester, using their favourites most often. I encourage teachers to
select exercises based on their relevance for content and the intended
outcomes, and to consider student preference as well as their own.
CATEGORY ACTIVITY
RESOURCES
DIFFICULTY
REQUIRED
TIME
DISCUSSION  Think-pair-share 5-10 min Low None

Placemat 10-20 min Low Flip chart; markers
Round robin 5-10 min Low None
 Buzz group 5-10 min Low None

Page 30
Peer interview / survey 15-30 min Moderate Survey questions
Debate 30-60 min High None
Reading quiz 30-45 min High Article/questions
RECIPROCAL Note comparison 5-10 min Moderate None
Learning group (quiz) 15-30 min Moderate None
 Fishbowl 30-45 min Moderate None
Role play 30-45 min High None
Jigsaw 45-60 min High Task assignments
 List-making (T pro-con lists) 10-15 min Moderate None
PROBLEM SOLVING Case study 30-45 min Moderate Notes / questions
 Structured problem 30-45 min High Problem/rubric
 Analysis team (SWOT; PEST) 30-60 min High Issue / template
Group investigation 60-90 min High Issue / template
GRAPHICAL Card sort 15-30 min Moderate Cards
Matrix 15-30 min Moderate Matrix form
Sequence mapping 15-30 min High Sequence form
 Knowledge café 30-60 min Moderate Poster paper
 Demonstration 10-30 min Moderate Materials
Mind map/ word web 15-45 min High None
WRITING Round table 30-60 min Moderate None
Write-pair-share 10-15 min Moderate None
Peer editing 30-45 min High None
 Minute paper 5-10 min High None
Paper-based seminar 60-90 min High Article / questions
Note: One question teachers ask is how to best determine the length of time to
give students to complete an exercise. Often our own experience with a
particular exercise can dictate that, but here a couple of suggestions from
teachers with whom I have worked:
1. How long would it take you? Give student groups three times that long.
2. How long would it take your best students working together? Double that.
Another helpful tip is that when one group is done, rather than leaving them to
chat about other things not relevant to the classroom activity, direct them to
distribute themselves among groups still working on the activity so they can listen
and contribute to those groups.

Page 31
THE FALLACY OF GRADED GROUP ASSIGNMENTS
Having advocated for the broad use of active learning groups in class, I want to
be clear that I do not support the use of graded group assignments. I like to say
they were designed by the devil to show students and teachers what an eternity
in hell would be like, but in a more serious tone I believe they are a detriment to
learning and to the notion of group process. Spenser Kagan is one of a number
of educational specialists who write passionately in opposition to graded group
assignments. Kagan writes that "although we are enriched by variety, some
methods are not good for students and not good for education. Group grading
is one such method which should be abandoned. Although variation creates a
colourful, rich garden, we must rid the garden of some weeds if the garden is to
remain healthy." In various professional articles he and others argue that group
grades are unfair, undermine motivation, communicate to students their grade is
a function of forces beyond their control, violate individual accountability and
create resistance to cooperative learning. Strong statements that Kagan, for
example, illustrates with the following scenario:
"Much of the argument against group grades is provided by a simple
thought experiment. In our experiment we will imagine two identical
students. Of course, in reality no two students can be identical. But for
purposes of this simple thought experiment we will imagine two students
who are identical with regard to ability, motivation, the work they perform
and the learning they achieve. Now we place these two imaginary
identical students in different groups in a class which uses group grades.
Both students work hard and contribute the same amount to their
respective groups. One of these two identical students happens to end
up in a group with very motivated students whose skills complement each
other well. They function well together as a group. Naturally, their group
project is excellent and they all receive a top grade. The other of the two
identical students happens to end up on a group with unmotivated
students, or teammates who dislike each other, or students who are in a
power conflict, or students whose abilities or styles simply don't mesh well.
Their group project naturally suffers and they all receive a much lower
grade. In our thought experiment two students with identical ability, work,
motivation and learning end up with quite different grades!"
The argument that graded group assignments prepare students for the world of
work is irrelevant. It is group work, the ability to develop skills in cooperative work
and collaborative learning that matter and I suggest these are best learned
during in-class group activities in which the teacher can model, mentor, monitor
and measure the groups' efforts. In that case, it is the quality of the design and
implementation of the group activity that matter most to the development of
importance skills in cooperative learning, and we are responsible for the design
of active learning exercises that support this.

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Having clearly stated my objection to graded group assignments, I am painfully
and disappointingly aware that some teachers will continue to use them. So, for
those who still feel they must, here are some guidelines that can reduce the
barriers to success that graded group work create:
1. Give students the option of doing the project individually and design the
project accordingly - so it can be done by one person.
2. Set the group size between 2 and 4. In my experience, pairs of students tend
to work better than larger groups.
3. Random group assignment by the teacher rather than letting students
choose their own group. And, for teachers who use style assessments such as
Myers-Briggs or True Colours, a complementary group can be defined.
4. Use a process approach (discussed later) with strict deadlines for each
component so you will know if groups are on track and working well.
5. Allot adequate time for group meetings within class hours rather than
expecting students to meet outside class time.
6. Assign grades for individual contribution to the project rather than a single
overall group grade that everyone receives equally.
7. If you incorporate some form of peer evaluation, use it only for feedback on
student participation and contribution to the group process and product,
and do not factor it into a final grade.
8. Participate in at least one of the meetings of each group yourself so that you
can observe and monitor the group process and effectiveness.
9. Be prepared to act as a mediator to resolve disagreements in the groups.
Having offered these tips for those who feel, for

whatever reason, that they must or might still
want to use graded group assignments, I would
again caution that I do not believe that they
contribute to effective group collaboration nearly
as much as in-class group activities do; and in
fact I feel they are a detriment to collaborative
learning and the benefits students can gain from
group activities. Beyond that, given the logistical
challenges to modern adult students to being
able to meet outside of classroom hours – time,
commuting, child care responsibilities, part time
work hours and more - the graded group process in its most common form
becomes challenging and frustrating for them.

Page 33
THE IMPORTANCE OF OPEN BOOK TESTING
In my opinion the only valid form of testing is the open book test. If we consider a
principle based approach to evaluation, only this format takes into account the
five principles I promote and only open book testing takes into account the
primary characteristics of our entering student population. The benefits of open
book testing are pretty straightforward:
1. Students do not have to focus on rote memorization and instead can use their
ability to apply transactive memory as their approach to testing.
2. It allows teachers to move past a reliance on memory (typical recognition
and recall testing) to assess higher order thinking (Bloom's taxonomy).
3. It teaches students how to organize content/material in preparation for
testing and in doing so trains them in organizing information.
4. It reflects the world of work in which we have access to books and online
resources when dealing with a question or problem.
5. It precludes any concern about cheating since students are able to use their
textbook, other books and resources and their notes.
6. It provides meaningful use of the textbook as not only a source of content
information but a performance resource on tests.
7. It allows students to use other resources beyond their text and notes if they
wish to browse online or bring other print resources to the test.
8. It decreases test anxiety that inhibits performance by using effective
preparation to reduce anxiety. Having said that, it is also necessary to point
out that without proper instruction, students often fail to appreciate the
demands of an open book test the first time they take one – but they learn
quickly that it is not easier – it is different.
9. It allows teachers to craft more imaginative and inventive test questions that
do not depend on rote recall but allow students to access information that
they can use to formulate higher order responses
I believe that every evaluation activity can be designed as a learning activity. In

my view, in terms of formal testing, an open-book testing format meets that
standard better than other forms of testing. Open book testing is, by any
measure, more work for the teacher than most other forms of tests. On the other
hand, I have found that it produces a significantly better learning experience for
students and, in my view, a more accurate measure of students' ability to apply
knowledge on demand.

Page 34
Note: There is an exception, or at least a consideration. There are careers in
which immediate recall is required (paramedic; ER nurse; veterinary technician)
in critical work situations and any crisis-related components can be tested in a
manner that requires immediate rote recall or performance. However, even in
these careers, other aspects of the work permit reference to resources. Those
components can be assessed through open book testing.
If you are like me, you make notes after each class about potential questions for
tests. It is a helpful strategy. It ensures that you sample adequately, taking at
least one question from each class. Rather than spending time deciding on what
information questions will be based, you can move directly into the process of
converting those notes on potential questions into open-book test questions. In
an open book test, students cannot simply look up the correct answer; they look
up information that will enable them to produce a correct response. Here are
some suggestions for test design:
1. After each class write down 3-5 questions related to the essential content
covered during that class. Identify in parentheses after each question the
specific Intended Learning Outcome (ILO) for the course to which it relates.
2. As you begin to draft the test, type the questions in the order that information
was presented in classes. You will probably have more questions than you
can use on a test. In a two-hour test, 20-25 questions is typical, while for a
three-hour test, 30-35 questions may be included – depending on question
types and time allotments.
3. Eliminate questions that are redundant or ask for duplicate information.
4. Check the grammar, syntax, spelling and readability of each question. (Your
word processing software can give a readability score for each question.)
5. Read each question to yourself and then read it aloud. Does each ask the
question you intend to ask?
6. For each question decide which level (or levels) of cognitive thinking you wish
to examine. Refer to Bloom’s taxonomy for assistance (table follows).
7. Make sure each question uses the appropriate key-word(s) to reflect the
cognitive level of thinking that is expected.
8. Consider each question that will be included and decide what question
format (multiple-choice; mind-map; true-false; matching; short answer; fill-in;
essay; argument and so on) would best address the question. Questions
should vary (i.e. avoid several of the same type of question).
9. Once all of the questions have been formatted, check the total time required
to take the test. You can find suggestions for timing (e.g. 90 seconds for a
multiple choice question) in a number of online websites.

Page 35
10. Give a grade value to each question based on such criteria as:
a. The level of thinking required – an analysis question should be worth
more than an understanding question.
b. Your plan for differentiation – some teachers like to increase the value
of questions they feel will distinguish better students from others.
c. Type of question – short answer questions usually demand higher order
thinking than fill-in questions.
11. Have a colleague, or students who have taken the course before, review
each question for clarity, relevance and readability.
12. Type out the correct answer(s) to each question for reference when grading.
BLOOM'S TAXONOMY
LEVEL DEFINITION KEY TERMS
CREATING Generating new products, ideas Develop; imagine; create;
or ways of viewing things. produce; build, conceptualize;
Designing, constructing, planning, revise; devise; combine; design;
producing, inventing. formulate
EVALUATING Justifying a decision or course of evaluate; critique; debate;
action; checking, hypothesizing, argue; judge; defend; draw a
experimenting conclusion; support; rate;
evaluate
ANALYZING Breaking information into parts to compare; contrast; connect;
explore understandings and distinguish; determine;
relationships; organizing, categorize; classify;
deconstructing, interrogating differentiate; illustrate; question
APPLYING Using information in another apply; utilize; make use of;
familiar situation; implementing, employ; adapt; demonstrate;
carrying out, using, executing modify; predict; solve; write
UNDERSTANDING Explaining ideas or concepts; explain; clarify; simplify;
interpreting, summarizing, generalize; summarize; classify;
paraphrasing, clarifying, report;
explaining
REMEMBERING Recalling information; recognizing, identify; list; choose; name;
listing, retrieving, selecting describe; specify; match;
outline; state; arrange; label;
order;
I design the test or exam to take about 75-80% of the allocated time. For a three-
hour test, I design a test to be completed by most students in two hours and
fifteen minutes. In that way, students have ample time, including those who may
work a bit more slowly or who need to review their answers more than once.

Page 36
Once teachers have decided that an open-book testing format complements
the learning outcomes for their course, they can support students in preparing for
this type of test.
1. Describe. Begin by clarifying what is meant by an open-book test. I usually

permit students to bring any resources: textbook, any notes, printouts of slide
shows, summary crib-sheets they have prepared and they can even log on
and use the Internet if they wish to do so. (They learn quickly that the latter
does not help very much and is very time consuming).
2. Prepare. Students assume that open-book tests are easy and rarely prepare
adequately for the first one. I schedule an open-book quiz in week #3 or
week #4. Students can experience the nature of the open-book test and if
necessary revise their preparation strategy for subsequent tests.
3. Index. The most important preparation is indexing their text and notebooks.
Most course texts have an index in the back, but it is usually overly-detailed
and not always consistent with your focus on content. I encourage students
to mark up their books, during and after class, highlighting what is essential;
drawing boxes around important sections; and writing notes and potential
questions in the margins. It is helpful for students to mark sections with post-it
notes with labels that stick out and can be read when the book is closed.
Those post-it notes become their functional index markers.
4. Review. Beyond preparation specific to open-book testing I review the basic
tips for test-taking: putting their name on the test; reading the entire test first;
adjusting their time-per-question based on the number of questions; doing
easy questions first; completing every question; reviewing their work at the
end; signing the hand-in sheet at the end, and so on. I usually place a few
easier questions at the beginning and encourage students to start with those.
The more supports we provide, the more challenging the questions we can ask,
since students are prepared for challenging questions. I have, below, included
some sample questions that move the requirement higher on the Bloom
taxonomy. Often it is as simple as crafting a multiple-choice or true-false question
and then having the student explain their choice. Here are some others:
Remembering (Philosophy): List five steps in the critical thinking process

Higher-order (Applying): Apply a critical thinking process to this statement by
Socrates: "The unexamined life is not worth living."
Remembering (Sociology): List four negative marker events in a family life cycle
Higher-order (Understanding and Analyzing): Explain and categorize each of the
major marker events in the family life cycle.

Page 37
Remembering (Organizational Behaviour): Which of the following choices
describes the main goals of feedback in the work place?
a. motivational and environmental
b. instructional and motivational
c. specific and task-focused
d. situational and responsive
e. oriented and directive
Higher-order (Analyzing): Compare the goals of 'positive' and 'corrective'
feedback when provided to employees.
Remembering (Abnormal Psychology): Talking with someone about their suicidal

thoughts can increase the probability that they will attempt suicide. True / False
Higher-order (Understanding and Analyzing): Add: Explain your answer.
Remembering (Organizational Behaviour) Define the term 'span of control.'

Higher-order (Analysis) Explain how the concept of 'span of control' influences
organizational design.

Page 38
THE FALLACY OF MULTIPLE CHOICE TESTING
If an open book test is the best form of evaluation, and in my opinion it is, then I
would suggest that the absolutely worst form is a test where all questions are
multiple-choice. This is the seduction of convenience over good learning and
teaching and should never be used in higher education for several reasons:
1. These questions almost always ask for little more than recognition or recall
from students. That is lower order thinking and we are in the higher education
business – or we should be.
2. Writing high-quality multiple-choice questions is a skill that many teachers
have not been trained in – the result is questions that are grammatically and
syntactically incorrect or difficult for students to read and understand.
3. Too many teachers try to craft 'tricky' multiple-choice questions when in well-
crafted ones there is one clearly correct response and no grammatical traps
such as 'which of the following, except . . .'
4. Any test should have a variety of question types so that all students have the
opportunity to work on questions that they are strong in as well as some that
they might find more challenging.
Teachers who use multiple-choice only testing generally, in my experience, fall

into one of the following categories:
 They do not understand or appreciate the importance of higher education
and the fact that most multiple choice questions usually ask for only lower
order thinking – recognition and recall.
 They lack the commitment required to put time and energy into designing
tests and test questions that are learning experiences for students and more
accurately measure learning and application.
 They do not know how to design better tests and do not take advantage of
or are unaware of resources available in their institutions to learn to do so.
Let me be clear. I am not opposed to the inclusion of multiple-choice questions

in tests and exams and in fact encourage it. I am opposed to tests in which this is
the only type of question – or, for that matter, tests with any single type of
question. Multiple-choice questions should always be among other types on all
tests. One reason in particular is that in a number of professional disciplines,
including law and medicine among others, certification or registration
examinations will often and unfortunately be 'multiple-choice only' tests and we
should give students the opportunity to become familiar with strategies for
responding to those questions as well as other question types.

Page 39
THE IMPORTANCE OF PROCESS ASSIGNMENTS
In my experience, a process approach benefits students when completing any
significant graded assignment that can be divided into parts. Rather than
scheduling a due date for the completed assignment (usually near or at the end
of the semester), the assignment is divided into component parts with dues dates
for each component at different points in the semester. A separate marking
scheme or rubric is provided for each component of the assignment. In this way,
students are required to complete components in sequence and submit each
part either for marking or for review and feedback.
I like to mark and grade high quality student work, so I use the model of process
assignments in which each component is submitted for review and feedback
and the overall grade is assigned to the final and complete submission. Other
teachers choose to grade each component as it is submitted and use those
marks collectively to formulate the overall grade for the assignment. It is simply a
matter of teacher preference.
While not all assignments lend themselves to a process approach, most do, and
the benefits of process assignments are pretty obvious:
1. We combat the natural tendency to avoid or procrastinate.
2. We ensure students are 'kept on track' with what we want them to produce.
3. We are able to provide both positive and corrective feedback along the
way to ensure that students know what is expected.
4. We support the production of high-quality work.
We contribute to a supportive and engaging learning environment when we

reduce barriers to high-quality performance through such strategies as a process
approach to assignments.

Page 40
THE IMPORTANCE OF TECHNOLOGY
Given that most students can readily access information technology through
smart phones, tablets, laptops and PDAs, modern teaching needs to appreciate
and integrate the application of technology. From the passive technology of the
flip chart to the active technology of intranet systems, we are being challenged
to master a variety of new technologies.
There is a growing expectation that teachers adopt at least the core tools
including Learning Management Systems (BlackBoard, WebCT et al.), classroom
computers, data projectors and the use of PowerPoint. Beyond these, more
teachers are using the Internet in class and email is the dominant form of
communication between teachers and students. Add the benefit of digital
imaging, scanning technologies and video and audio clips on CDs and DVDs, as
well as the advent of such resources as Facebook and YouTube and we have
tools envied by those who taught before they were available.
One of the questions for discussion is whether such technology is now considered
essential to principle-based instruction. My answer is a clear 'yes.' But it is still
important to remember technology is both 'equipment' and 'expertise' and its
use is influenced significantly by attitude, experience, training and support.
In terms of types of passive and active technology that you can use in course
delivery, it might be useful to start by checking all of those below (alphabetical)
which apply to your teaching:
USE USE
ITEM REGULARLY ITEM REGULARLY
Audio systems Imaging software
Computer Intranet (BlackBoard)
Data projector Internet searches
Digital Camera Online gradebook
Discussion board Online tests
Email Scanner
Facebook Video systems
Flip charts YouTube
Handouts Other:
It is essential that teachers follow copyright regulations as they pertain to the use
of digital material. These are outlined quite clearly by most colleges and in
general copyright regulations are very generous to teachers.

Page 41
PowerPoint is the dominant instructional software – and there really are no serious
challengers, though some have tried to compete. Its dominance in teaching
cannot be overstated. Most teachers use PowerPoint on a regular basis – some
use it in every class. However, that does not mean it is always used properly. The
phrase 'death by PowerPoint' was coined to reflect students' experience of
going from one class to the next and being overwhelmed by PowerPoint's
frequent use and equally frequent misuse.
In 'Beyond Bullet Points,' one of the best books available on the effective use of
PowerPoint, Cliff Atkinson offers insights into the use of this tool and suggestions
for an effective instructional approach to its use. I have been applying these
strategies to my PowerPoint slides for several years with significant results in terms
of the flow of the presentation and positive feedback from students and other
adult audiences on the impact of the slides. I encourage all teachers to read this
book and to check out his website (www.beyondbullletpoints.com) for ideas
and information. I found his application of Richard Mayer's work on multimedia
learning most informative and helpful. Based on the understanding of dual-
channel learning, limited capacity and active processing, they suggest: (from
Atkinson and Mayer's article "Five Ways to Reduce PowerPoint Overload")
 Signaling: "Titles do not provide explanations – only signposts. People learn
better when information is organized with clear outlines and headings."
 Segmentation: "People learn better when information is presented to them in
bite-size segments."
 Modality: "People understand a multimedia explanation better when the
words are presented as narration rather than on-screen text."
 Multimedia: "People learn better from words and pictures than they do from
words alone."
 Coherence: "People learn better when extraneous information is excluded
rather than included."
It is important to follow basic accessibility standards when we use PowerPoint.

There are various sets of standards but here are some of my suggestions:
 # slides per hour. No more than 12 – my average is about 6-8 slides per
teaching hour and student feedback suggests this is about right.
 Minimal animation. I rarely use animations. Students find them distracting.
Also, if you intend to post slideshows in a .pdf format, animations disappear. It
is more efficient to use two or three slides to demonstrate a transition – they
are saved in a .pdf file without having to do editing and reformatting.
 Minimal slide transition. I use no transitions other than is fade smoothly. Most
are distracting and irrelevant.

Page 42
 No distracting templates. I do not use design templates at all. Students report
that they are distracting. I stick to a simple white background with occasional
colour frames. A sample slide follows:
 Contrast. The research shows that we should use a dark font on a light
background. Light fonts on dark backgrounds are worse – and the worst is a
light font on a dark design template.
 Font size. This has to be adjusted for the size of the classroom, but generally
headlines are in 20-30 points and body text is 18-24 points.
 Layout. I almost never use bullet point slides preferring an open layout.
 Font type. The consensus is that sans serif fonts are best – Arial, Century
Gothic, Trebuchet MS, Verdana, Tahoma and Calibri. It is best to avoid serif fonts
such as Times New Roman, Garamond and Book Antigua).
If teachers feel this limits their use of the 'bells and whistles' in PowerPoint, they are
right. Those bells and whistles are often nothing more than distractions, taking
attention away from the message more than contributing to it. It is a matter of
'just because you can does not mean you should.' You shouldn't.

Page 43
10 HELPFUL QUESTIONS – HOW ARE YOU DOING?
WORKING ON IT
NOT CURRENTLY
ABSOLUTELY
-
1. Do I have a set of standards for instructional
practices – and do I communicate them?
2. Do I use a variety of interest-engaging
advance organizers?
3. Do I maintain a focus on essential content

that meets intended learning outcomes?
4. Do I make use of previews at the beginning
of class and reviews at the end of class?
5. Do I apply adult learning principles to
engage adult students?
6. Do I have ways to encourage and reward

participation in class?
7. Do I make use of active learning group
exercises to facilitate collaboration?
8. Do I use open book testing as a way to
evaluate higher order learning and thinking?
9. Do I make use of a process approach to
assignments where that is appropriate?
10. Do I make balanced and appropriate use of
the technology available?
You may have other strategies that you find helpful in creating a supportive and
engaging learning environment. I would appreciate you sharing them with me –
[email protected]
Thanks.

Page 44
CONCLUSION
Teaching is a wonderful career, and teaching adults a particularly enjoyable
and satisfying one when we do it to the best of our abilities. It is my view that we
do it to the best of our abilities when:
1. We use practices are grounded in a fundamental philosophy of what we

believe educating adults should be like.
2. We consciously consider the 'intended student experience,' the kind of
experience we want students to have in our courses.
3. We define, in our own minds, the intended teaching experience that we
want to create for ourselves.
4. We identify a set of guiding principles that influence the decisions we make
in the core dimensions of teaching – design, delivery and evaluation.
5. We adopt practices that will engage the curiosity and attentiveness of the
students that we are privileged to teach.
6. We solicit feedback for improvement from colleagues and from our students
so that we can continue to develop our skills and talents.
7. We focus on the concepts of higher education and apply those concepts to
the expectations we have for ourselves and our students.
8. We focus on practices that we find comfortable and enjoyable, as students
are likely to find those same experiences comfortable and enjoyable.
9. When we apply our creativity and innovative skills in response to the
changing characteristics, needs and expectations of our students.
The important thing is to persist, to continue our efforts to progress and improve.
US President Calvin Coolidge wrote that "nothing in the world can take the place
of persistence. Talent will not; nothing is more common than unsuccessful people
with talent. Genius will not: unrewarded genius is almost a proverb. Education will
not: the world is full of educated derelicts. Persistence and determination alone
are omnipotent." I believe that he was right.

Page 45
EPILOGUE
In 1868, Benjamin Disraeli, British Prime Minister wrote that "education should
consist of a series of enchantments, each raising the individual to a higher level
of awareness, understanding, and kinship with all living things. For it is upon the
education of the people of this country that the fate of this country depends."
True then, as true now.
As teachers of adults, we have one of the best jobs in the world. It gives us a
sense of achievement, purpose, belongingness, challenge, satisfaction and
security. It demands that we continuously improve our design, delivery and
evaluation abilities across a wide range of skills and talents and provides us with
opportunities to do so. And it offers us an extraordinary opportunity to make a
difference in the lives of so many people.
With that opportunity comes the inevitable responsibility to do the job to the best
of our ability and to provide an educational experience for students that is
supporting and engaging. And as we get better and better at adapting to
changing circumstances we get better and better at everything that we do.
Teaching adults is one of the most important jobs in our society, because our
society depends on us to prepare students, to the extent of our influence, to
move society forward. We are preparing them not for the 'world of work,' as
some narrowly believe, but for the 'work of the world' and the complex work of
the world includes dealing with career issues, social issues, technological, legal,
environmental, ethical, educational, economic and political issues. The world is a
complex place and we have a duty to do our best to prepare students not only
to master curriculum content, but to master critical and creative thinking,
effective communication, self-discipline, work habits and the application of the
knowledge capital that comes from their participation in learning.
For myself, I can think of no career more interesting, challenging and rewarding.
Thank you.
Please give me your feedback on this book [email protected] – I would

very much appreciate it. Thanks.

Page 46
REFERENCES
1. Atkinson, K and Meyer, D., (2008) 5 Ways to Reduce PowerPoint Overload.

Retrieved from http://uhvonline.blogspot.ca/2007/02/five-ways-to-reduce-
powerpoint.html
2. Ausubel, D. (1963). The psychology of meaningful verbal learning. New York,
New York: Grune and Stratton.
3. Bloom, Benjamin and Anderson, Lorin, Revised Taxonomy. Retrieved from
http://www.utar.edu.my/fegt/file/Revised_Blooms_Info.pdf
4. Bryson, J., (2009) Principle-Based Instruction: Beyond Universal Instructional
Design. Produced by Bryson and Associates. Barrie, Ontario.
5. Bryson, J. (2003). Universal instructional design: An implementation guide.
Learning Opportunities Task Force.
6. Kagan, Spenser (2009) Group Grades are Pointless. Retrieved from
http://www.kaganonline.com/free_articles/dr_spencer_kagan/269/Group-
Grades-Are-Pointless
7. Knowles, Malcolm, M. S. (1980). The Modern Practice of Adult Education.
(Revised and Updated). Prentice Hall Regents.
8. Robinson, Ken, (2013) How to Escape Education's Death Valley, Retrieved
from https://www.youtube.com/watch?v=wX78iKhInsc May
Unfairness

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JAMES DAVID BRYSON

Author of: Universal Instructional Design: An Implementation Guide (2003)

ENGAGING ADULT LEARNERS

(Lily Tomlin in Edith Ann, My Life so Far)

Engaging Adult Learners: Philosophy, Principles and Practices – Jim Bryson

Copyright statement © 2013

Canada – Summer 2013

Engaging Adult Learners: Philosophy, Principles and Practices – Jim Bryson

"The ultimate goal of teaching is to make the new seem

When I wrote Universal Instructional Design: an Implementation Guide, it was

1. To define and promote a particular philosophy and set of guiding principles.

Engaging Adult Learners: Philosophy, Principles and Practices – Jim Bryson

1. TEACHING IS DIALOGUE. From the time Socrates walked along

It is interesting to note that each of these philosophical statements can also be

Engaging Adult Learners: Philosophy, Principles and Practices – Jim Bryson

Engaging Adult Learners: Philosophy, Principles and Practices – Jim Bryson

To do that, we as teachers must communicate the following messages to

Engaging Adult Learners: Philosophy, Principles and Practices – Jim Bryson

Engaging Adult Learners: Philosophy, Principles and Practices – Jim Bryson

Clarity is defined as easy to understand. It is about preparation and manageable

Fairness is defined as balanced, open, responsive, reasonable, non-

Engaging Adult Learners: Philosophy, Principles and Practices – Jim Bryson

Interest is defined as the degree of appeal to attentiveness or curiosity. It is about

Relevance is defined as the degree of connectedness or significance. It is about

Support is defined as the availability and promotion of assistance or resources. It

Engaging Adult Learners: Philosophy, Principles and Practices – Jim Bryson

THREE DIMENSIONS OF TEACHING

DESIGN is about all of the things that we do before the

content and selecting a text to deciding on how

1. Defining essential content and ensuring the scope

Engaging Adult Learners: Philosophy, Principles and Practices – Jim Bryson

1. Using advance organizers, introductions and

EVALUATION is all about all of the things that we do to

satisfaction with the course.

1. Ensuring that the scope for graded work

Engaging Adult Learners: Philosophy, Principles and Practices – Jim Bryson

And our methods and approaches continuously evolve. Teaching is about

Engaging Adult Learners: Philosophy, Principles and Practices – Jim Bryson

FACILITATING BARRIER FREE LEARNING

Engaging Adult Learners: Philosophy, Principles and Practices – Jim Bryson

In the balance of this book, I want to recommend teaching practices that

Engaging Adult Learners: Philosophy, Principles and Practices – Jim Bryson

Engaging Adult Learners: Philosophy, Principles and Practices – Jim Bryson

4. The use of previews and reviews X X X X X

Engaging Adult Learners: Philosophy, Principles and Practices – Jim Bryson

1. Hours of work outside class. My guideline for students is 1 hour of preparation

Engaging Adult Learners: Philosophy, Principles and Practices – Jim Bryson

In selecting evaluation methods for a particular course, teachers consider

Intended learning Is this evaluation activity – type, content and product

These and other evaluation considerations help teachers to choose methods of

Engaging Adult Learners: Philosophy, Principles and Practices – Jim Bryson

It is my view that most students process verbal information (narration / writing /

Engaging Adult Learners: Philosophy, Principles and Practices – Jim Bryson

Engaging Adult Learners: Philosophy, Principles and Practices – Jim Bryson

Engaging Adult Learners: Philosophy, Principles and Practices – Jim Bryson

Essential content is content necessary

Engaging Adult Learners: Philosophy, Principles and Practices – Jim Bryson

*ILO – Intended learning outcome for the course

2. The purpose and significance of vision, mission and values X X X

5. The essentials of planning (establishing vision and mission; X X