The 5 components I chose
Characteristics of Adult Learners
Adult learners have different and unique Characteristics, here are some examples;
The need to know, According to (Knowles) “ Adults want to know why they need to learn something before undertaking learning. Adults believe they are responsible for their lives. Providing an environment of self- directed learning will increase the learner’s level of absorption of the training. (Wynne) Adults have established opinions, values and beliefs which have been built up over time. In this article I found some very simple and straight forward examples of Adult Learners’ characteristics. Many are very similar with Knowles findings and philosophy.
Works Cited
Knowles, M. (n.d.). Retrieved from Knowles. (n.d.). Retrieved from http://infed.org/mobi/malcolm-knowles-informal-adult-education-self-direction-and-andragogy/
Knowles, M. (1980 ). The Modern Practice of Adult Education, Andragogy versus pedagogy. Englewood Cliffs: Prentice Hall/Cambridge.
Wynne, R. (n.d.). Characteristics of Adult Learners. Retrieved from Asset: http://www.assetproject.info/learner_methodologies/before/characteristics.htm
Creating a positive Learning Environment
Some great resources I found on this site, they are simple yet practical and to the point. The short videos are also very informative. Work hard to learn students’ names. Listen to what students say without comment. Use eye contact, non-verbal cues such as a nod, and facial expression to indicate your interest. Don't dismiss student comments. Encourage students to respond to each other by inviting them to comment on a remark a classmate has made. If you are not sure what a student is asking, ask some questions which will help you clarify what the student is asking. (University of Saskatchewan )
Works Cited
University of Saskatchewan . (n.d.). Building a Positive Learning Environment. Retrieved from The Gwenna Moss Centre for Teaching Effectiveness: http://www.usask.ca/gmcte/resources/teaching/environment
Motivational Techniques
As an instructor, being aware of the reason and need to learn for each of the students is crucial to leading a successful class room. Adult learners have specific needs to learn and their motivation is different to youth learners. On this particular site (Wlodkowski, 2005) I found some very useful and user friendly tools and information pertaining to motivation in adult learners. I specifically like the different sub sections that talk about strategies, obstacles, intrinsic and extrinsic motivators. Motivators include such things as positive environments, inclusion and critical thinking activities and creating meaningful learning that provide problem solving opportunities.
Wlodkowski, R. J. (2005). Adults in Modern Society are on a Lifelong Educational Journey. (K. O'Connell, Editor, & K. O'Connell, Producer) Retrieved from userpages.UMBC: http://userpages.umbc.edu/~koconne1/605TheAdultLearner/strategies.htm
Works Cited
Instructional Process / Strategies
Adult Learners can keep tuned in to a lecture for no more than 15 to 20 minutes at a time, (University of Minnesota) and this is at the beginning of a lesson, Participants must be engaged to retain the material. Adults respond best to learning that is; active, experience-based, recognizing the learner as an expert, real-life centered, task-centered, problem-centered, solution-driven, skill-centered and self-directed, this article has provided me with some great insights to strategies and processes that can be applied in the class room. It also stresses the importance of small group work and the use of applicable presentations.
Works Cited
University of Minnesota. (n.d.). Retrieved from Center for Teaching and Learning: http://www1.umn.edu/ohr/teachlearn/tutorials/active/what/
Planning
A lesson plan is like a good road map, it is a great tool for both the student and the instructor. It should contain the main structural points of the course or work shop; what I want the students to learn, what teaching and learning activities will I use, how I will check for learning or understanding. Lesson plans might need updating and revising according to how well they worked or depending on the class. This resource is a great tool for any new instructor it is simple and easy to understand with graphics that make it easier to comprehend. (Dr. Bilash, 2009)
Works Cited
Dr. Bilash, O. (2009, May). Lesson Planning in the Language Classroom. Retrieved from Best of Bilash: http://www.educ.ualberta.ca/staff/olenka.bilash/best%20of%20bilash/lessonplanning.html
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