Hello Sarah! I know this is true. It's the revisiting part that I have to remind myself to do.
Adult learners have, (in some cases) a great wealth of real world experience they bring to the classroom. I find their expectations to be much more than younger students. I have seen that their needs are met by encouraging them (at any point in the class) to provide examples of the content being covered, whether it be in their personal or professional lives.
I believe in using the information taught in a real situation gives the students a instant assesment of what they have retained, and instant gratification of their acheivements.
The instructional method must tie together material to it's relevance for the student's overall goal. For example, when speaking about one portion of the body or system of the body, the instructor must talk about other body systems that are effected. This ties the information together, allowing the student to see the relevance in learning those things they may consider invaluable. I also believe, frequent recognition of students, along with reassurance of their long term goals, help to keep the students focused on what they are doing and why.
Hi Sarah,
You make a good point about trying to keep the relevancy and application of foundational academic content in front of students. Very very few careers have individuals working in isolation where written and oral communication is not needed.
In the culinary arts the most successful individuals are those that can communicate effectively whether it be with fellow workers or the customers. The more you can help them to see this the more you are providing value added education to their careers.
Gary
I teach Speech, English and LIterature at a culinary college, so I have the added challenge of having to teach them things that they assume are not relevant to their chosen career field. Since speech is the first Gen Ed. they have to take, I make sure to address this assumption on the first day and revisit it throughout the term.
I start of by stressing the importance of good communication skills both in their professional and in their personal lives. I also have taken great care to ensure that every speech I assign reflects a real life application as much as possible. I explain this at the beginning of the term and again when I assign each speech. If they can see when they might have to use these skills outside of the classroom, they are more likely to put some effort into learning them.
you must first understand those expectations and deliver a content that relate to the real world as much as possible, in order for them to make connections with their own experience.
I also make it a point of getting to know the students just by learnig their names within the first 3 days of the start of class. I found that when they know that you know their name they are happily surprised that you know them and it draws them in, they want to know more just because I took the time to remember their name.
On the first day of class I ask the students what their career goals are. Because I teach in a culinary college I usually get answers like "be an executive chef," "own my own restaurant," "be a certified sommelier," or "be a personal chef." Then, everyday as I am introducing my topic of the day I use their career goals as an example of why that day's lesson is relevant. For instance, "knowing how to interview potential employees is very important for anyone who is going to managing people, so if you are one of the future executive chefs and business owners we have in class, this is especially important for you."
I think it is key to make instructional content relevant. If students feel they are learning, and see practical applications of the newly acquired knowledge, they would most likely consider their expectations met.
At the beginning of a new practical I always give a demo, then I let the students go out and do it. I try to give lots of examples and visuals too. I think repetition works as well.
Hi Carol,
The human factor in teaching is so important to students and you are right to focus your attention on this critical element. This will help with all aspects of the instructional and learning process.
Gary
Hello,
I love the saying cited at the beginning of this module: What humans need. It's interesting to know our students and to know what their expectations are for the course.
Students come to class with different experiences and expectations.
Carol Myslinski
Hello,
The instructor should show how past experiences fit in with current and future experiences. Learning is ongoing.
Also, the service project is an excellent way to show students the relevancy of their learning.
Carol Myslinski
Hello,
The instructor can show the adult student how his experience builds on current and future experiences. As Module 3 points out, the service project is a great method for showing students the relevancy of what they are learning.
I also tie in my own experience, but often remind them that I only have xx years of life experience while they have a combined 500 years (20 students at an avg of 25 yrs). While I know the subject better than any of them, I need their input to help me make the subject relative.
I try to use examples that help to bring the subject into context. I often will direct students to articles and/or media clips that show real world examples that would help to frame the subject in a way that makes sense.
Hi Jose,
Good point. Adult learners are bringing life experiences to the career college setting because they are wanting to improve their current career setting or prepare to enter a new one. They are focused and ready to tackle the content. Instructors need to make sure they are investing the needed time in preparation to help these learners achieve their goals.
Gary
Most of my students have already worked in the field at entry level positions; by discussing some of the things they have seen and experienced we can consider alternatives. What have they seen that seemed to be a real problem and what potential remedies can we determine based on our current study?
We also review current job descriptions and use that framework to construct scenarios for discussion and role play.
I think that most adult learners have one thing in common, and that is. is what i am learning going to help me improve in my professional career, and the answer to that question lays on how relevant is the content of the class to real work experiences, in which case it is our responsibility as instructors to make sure the information we teach our students is relevant to their career goals.
