I teach computer application. I have both high school graduate students, vets (ages: 35-50), unemployed and underemployed. The first day of the class, I take inventory of my student's prior knowledge. Usually, the adults, especially the vets, have no computer experience. My class is 90% hands-on and 10% lecture. I spent one on one with vets. I also create a team work between the high school students and the adults. When I am busy with one adult student the youngsters help the others. I give reword those high students who volunteer to help. So far, I created a comfortable environment between the two age groups.
Donna,
Planning is really important and is sometimes overlooked. Thank you for this post.
Jeffrey Schillinger
Cheryl,
Thank you for this post. What are some of the specific signs of "educational bruising?"
Jeffrey Schillinger
Any time we teach it is a challenge to engage the students at a level that they respond to. By being familiar with adult learning theories we are able to understand the characteristics of the adult learner and apply best practices to engage students and have them be successful.
Planning class activities that challenge and inspire students is a never-ending task for educators.
I believe that I see examples of "trust vs mistrust" in my classroom. I receive a new group of adult students every 10 weeks. Brief discussion with them and their body language indicates that many were "educationally bruised" during their middle/high school experience.
In addition to my presentation of HVAC technical curriculum, I'm going to teach them that the classroom setting that they learned to mistrust as a child, looks a lot less intimidating as an adult.
Cheryl Fisher
Luke,
Younger students tend to be masters of their personal devices, but not of teachnolgy in general. Adding things like webquests, supported by some instruction in information literacy, can really help them learn.
Jeffrey Schillinger
The thing i learned in the class is to incorporate multimedia and hands on learning in to my class so the students to use the right side of the brain.it makes sense..we spend a lot of time with the left brain writing.
Richard,
Thank you for this post. What are one or two things you have successfully implemented to create and maintain a vibrant learning environment?
Jeffrey Schillinger
Knowing adult learning theories aids in ones instructional planning for adult learners as the focus is on how individuals learn. For someone who is a constructivist proponent, learning comes primarily from its most basic function--making sense of the world around--while the various environmental aspects serve as filters through the process.
This would necessitate keeping the learning environment vibrant by defining new techniques for incorporating appropriate experiences into the prevailing framework. This might occur by regularly evaluating the established program, curriculum, and instruction, followed by a plan to develop and design ways of implementing fresh material. The actual learning process, associated tasks, and practical assessment would manifest as an acculturated symbiosis between the educational leader and learner.
Adults learn in a different way from when they were children, and it is important to treat them as such. Moreso, in dealing with "problem students," I thought it was interesting to consider the different stages of development. As mentioned in the course, some theories indicate that if certain stages are not met at the proper time, the individual may suffer socially. I think some of that suffering can manifest as a "troubled student" in the classroom.
Good points, Germain. What are one or two of the specific techniques for teaching adult students from which you have had the best results?
Jeffrey Schillinger
In addition to all the points previously raised, knowing adult learning theories and properly applying them is a way to show respect to our students. Adults know how they were taught as children and adolescents, and many of them outgrew those methods before high school ended. Experiencing the same methods in adulthood can make them feel misunderstood, unappreciated for their experience.
Frank,
Adult students need to feel that the life experiences they bring to class are worthwhile. Thanks for letting your students do this.
Jeffrey Schillinger
I have many students from many backgound and ages,and finding what motivates them help by letting share there past expirences.Most will share,knowing you are interested.
Reggie,
If you focus on providing control and choice, you should be able to reach most adult students. Adding "career-focuesed" and "cool" may seal the deal.
Jeffrey Schillinger
Adult Learning Theories helps inform instructors on why and how adults best learn. Adult Learning Theories als points the differences on how adults and children learn. In this module, I learned the valuable lesson that adults use prior knowledge and experience as motivations for learning. Adults need to feel like they are in control of their own learning and must have a specific reason why they should learn new skills and material.
Instructors need to understand their students in order to plan how to best teach the course.
Many schools and instructors are currently focusing on Millenial learners - there needs to be fun in the classroom and they need to be able to use plenty of technology. This is fine for this limited group of students, but it does not meet the needs of all the students.
Teaching adult learners requires a different set of strategies. Many of them have been out of school for a while and expect that the teacher will "teach" the material. Some are not technology savvy, and find the overuse of technology tools to be quite intimidating.
The successful instructor needs to bring these two groups together in the classroom by understanding the needs of each range of adult learners.
How can knowing adult learning theories help you in your instructional planning for adult learners?
Jeffrey,
Adult learning theories are the backbone of class design and delivery. I find that due to advances in technology, learning theories are evolving continuously. I recently took a class on heutagogy that really opened up my eyes. Now the direction is moving to peeragogy.
Here is a list of a few ways that adult learning theories can be applied and become best practices:
• Provide bridges between what students learn and ways in which students can apply that knowledge in their lives.
• Explain the implications of a topic in terms of how it applies to students’ environments.
• Use authentic, active – learning assignments as much as possible so that students can pursue their own directions with projects
• Course focus should be a practical application of knowledge rather than theoretical considerations for most classes.
• Allow students to use their experiences when they complete assignments so they may bring relevance to the course content.
• Provide opportunities for students to work in collaboration, with case studies or simulated situations
• A less formal and friendly approach supports the need for adult learners to look for social community.
Jean
Kay,
You are correct. A simple way to plan so that most, if not all, learning styles are addresssed is to facilitate lessons where students hear it, see it and do it.
Jeffrey Schillinger
Yes, and one must learn the learning styles first. Once a teacher learns the styles of his/her students, then the instructor can assist each student individually. This means we must use visual, auditory, etc in every lesson.
