Adult Development
As adjunct instructors, we have the exciting opportunity to participate in and facilitate the learning processes of others, specifically adult students. As facilitators in learning for the adult student, it is imperative that we have a firm grasp as to how adult students learn if we are to be effective facilitators. Cross (1981) states that "When we talk about how children learn, we often focus on the developmental stages that children go through as they mature. Adults likewise go through developmental stages which can be grouped chronologically or sociologically (i.e. grouped according to socially defined roles of adults)." This statement by Cross reinforces the importance for instructors to ensure that their instructional style involves wrapping together their personality and competencies into a presentation format that will inform, encourage, and instruct each student.
Do you any advice as to how a relatively new instructor can identify and develop an effective instructional style?
Grant,
You raise a good question in relation to sub-groups. I determine the sub-groups within my student population in relation to supports they need for success in my courses. This way I can target my instructional delivery in a way that will engage my students while keeping them focused on being students.
Gary
Gary Meers, Ed.D.
Socially defined roles such as married, married with children, young men, veterans, etc. How many subgroups should you have? Knowing your students will help you to define your groups.
David,
An important part of an instructional style must include respect for the adult learner. By showing respect and earning respect the instructor can develop rapport with students. As adult learners bring many life experiences into the classroom they need to be able to see how their life experiences relate to what they are learning. When an instructor shows respect and incorporates their life experiences they see the human side of the instructor and this is so important if the instructor is going to relate effectively with the students.
Gary
Gary Meers, Ed.D.
