Dr. Yaz Method™

DYM is an indirect approach to assessment. Instead of the direct approach to assessment which most commonly includes quantitatively scored assignments, DYM focuses on formative assessments. Dr. Yaz believes it is in poor taste to fail a student and the student doesn’t understand why they failed, or for the educator to not be able to recognize when the student is slipping through the cracks. Dr. Yaz’s research confirmed that formative assessments do reflect on student learning outcomes which can shift what happens before you assign direct assessment techniques. When formative assessments are coupled with the theory of andragogy it creates an effective learning environment. This is key to the teaching model Formative Andragogy.

The Dr. Yaz Method ™ , or DYM pronounced dime, includes 4 tactics. Dr. Yaz designed these tactics based on her new research-based teaching and learning model formative andragogy. Formative andragogy includes 10 approaches to create effective tertiary learning environments. DYM is an indirect process to assess yourself as an educator and your adult learners.

DYM is effective in all tertiary learning environments where learners are 18+ years old. Learning environments include; universities, colleges, technical training institutes, community colleges, trade schools, research laboratories, centers of excellence, distance learning centers, and professional training rooms. Enroll now!

Assessment is just one aspect of Formative Andragogy. After completing the Dr. Yaz Method™ workshop you will have tips and techniques, and best practices on how to: Improve learner engagement Improve learner self-regulation Improve learner retention Improve End-of-Course Survey scores Improve learning environment

Here’s what you can expect to get from completing the Dr. Yaz Method™ workshop: Knowledge of formative andragogy​ Indirectly assess student learning outcomes​ (SLO’s) Demonstrate to peers how to create an effective tertiary learning environment​ Certified in the Dr. Yaz Method ™ ​ Become a member of the Dr. Yaz Method™ Formative Andragogy Network (DYM F.A.N.)​ Receive 1yr access to teaching and learning tips, coaching and guidance, additional training, and much more.

Have you ever attended a training where you felt more confused afterwards than you did before going to the training? For example, I have taken training before where the trainer was really good, but I just did not get it. I asked questions, and even tried to watch demonstrations. But it didn’t help. What did I do? I did what many lost and confused professionals do when they need help...I asked a colleague that had helped me before who was really good at showing and explaining it to me in a way that I got it. Research has proven that many professionals seek the assistance of another colleague to explain or re-explain a process or procedure for their daily task. Often asking again and again to show them or explain it to them- just one more time. These professionals are seeking someone to teach them in their language. This is a key to formative andragogy. Using formative andragogy can improve your company’s productivity. Instead of having time taken away from re-learning a task; the delivery from the trainer will ensure that trainees are understanding and retaining the content. Creating a learning environment where employees are comfortable and learning in their learning styles accompanied with effective teaching delivery gives you the trainer a stressless working environment, and gives the learner a better chance at learning and retaining your content. Building confidence employees need to complete daily tasks, which improves production and ROI.

Here is an outline of what you will learn in the workshop: The Dr. Yaz Method™ Tactic #1- Learning and teaching the core why of what they need to learn Tactic #2- Applying real-world situations immediately Tactic #3- Providing immediate feedback and refining understanding Tactic #4- Repeating the cycle Tactic #1-Learning and teaching the core why of what they need to learn: Lessons include choosing which approach is appropriate by using the formative andragogy survey. ​ Lessons include understanding the mindset of yourself and your learners. Where are you trying to take them? Are you trying to improve higher-order thinking skills, work on basic academic success skills? Also in this lesson, you will learn key approaches on how to establish your learning environment expectations. The mindset of adults differs from those of children. In most cases, adults want to be there. Find ways to incorporate those into your learning environment. Lessons include understanding the core: what’s in it for me, what’s it in for them, how to help with retention and purpose, the “why” for why am I learning this? Tactic #2- Applying real-world situations immediately: Lessons include understanding how educators and learners work and career preparation guides the learning environment. Lessons include understanding learning styles, how people learn, learning orientations, learning designs, online learning, and how to create a learner-centered environment. Lessons include how to incorporate discipline-specific knowledge, liberal arts and academic values, program development, and program administration into your curriculum. Tactic #3- Providing immediate feedback and refining understanding: Lessons include tips and techniques on how to monitor your tone, teacher talk time, and grading your language (talking at the correct level of your learners...big words when necessary). ​ Lessons include tips and techniques on how to give instructions; how to best use differentiated teaching in an online environment; examples of formative assessments; examples of ways you can relate content to all learners. Lessons include tips and techniques on how to get all learners to participate, even quiet ones, while still respecting the learner; peer evaluation; and how to get your learners to properly self assess using intrinsic and extrinsic motivators. Tactic #4- Repeating the cycle Lessons include monitoring the output of your lesson plan and alter as necessary.