With adult students once they see the respect and passion in teaching, they are more than engaged and excited about the course.
Each student learns differently but, as long as there is passion in treaching they will be engaged.
We go through LIFE accumulating experiences both positive and negative, which causes us to learn in different formats. These experiences is part of Andragogy. In turn where the 4 R's are excellent pilars of learning. Number 3, nder Reality-Based Learnuing, what caught my attention was, "Learning is not passive- the experience of leaners must be solicited & incorporated."
Learning by example is considerably better than simply lecturing the topic. I hope to include this information in my future courses.
I learned that adult learners tend to be more self-directed, experienced, role-oriented, and performance-centered. Due to this, I need to have a better understanding of each student and create opportunities in the classroom for application of this knowledge and experience and create an atmospher of mutal respect and understanding that promotes open discussion and dialogue. The adult learner needs to be seen as another resource in the classroom based on their life experiences.
I learned about response facilitation and the different uses. I plan to apply the feedback and dialogue learning. How I plan to apply the feedback is by using other applications most likely voice applications to provide my feedback. For the dialogue learning I plan to group my students into groups more and explain to them about groups and what group members should do.
I like the approach of the 4 R's of Andragory for teaching adult learners: Respectful relationships, Responsive facilitation, Reality-based, and Reflection.
As i guide my students toward adulthood I must be a true facilitator for their mastery level of learning...
We should help encourage students and make them understand they are ultimately responsible for how much they learn.
I have learned the importance of constructive and descriptive feedback to students as a way to implement responsive facilitation.
I have learned that it is important to establish relationships between the facilitator and the adult learner just like you do with younger students. The positivie relationships will increase the adult learner's ability to feel comfortable in the class. Therefore, this can help that learner share more of their ideas and participate more in the class.
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Knowles Theory of Adult learning of the four principles of Androgogy the 4 Rs 1) Respectful relationships 2) Responsive facilitation 3) Reality-based learning 4) Reflection. This course is an excellent reminder of my why when making a positive impact for adult learners.
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A few Techniques to Use and Adapt Active Learning Online.
1. Assigned Discussion Leader: Ask a student to present on a topic or review material for the group and then lead the discussion for the group. This technique works best when every student in the group is given an assignment to be the “expert” on.
2. Brainstorming: Introduce a topic or problem and then ask for student input. Give students a minute to write down their ideas, and then record them on the board. For example, “What are possible safety (environmental, quality control) problems we might encounter with the process unit we just designed?” could be a brainstorm topic.
3. Case Studies: Use real-life stories that describe what happened to a community, family, school, industry or individual to prompt students to integrate their classroom knowledge with their knowledge of realworld situations, actions, and consequences.
To learn more go to: http://www.dso.iastate.edu/asc/tutoring/currenttutor http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/Prince_AL.pdf http://www.crlt.umich.edu/sites/default/files/resource_files/Active%20Learning%20Continuum.pdf https://chroniclevitae.com/news/893-why-students-resist-active-learning
I try to create a classroom environment where adult students must analyze multiple factors, synthesize many factors and create a product. Then have them defend their (typically group) product in discussion with the class.
I have learned that students have to take responsibility for their own learning and I have to be a good facilitator in order for them to accomplish that task.
We can work on balancing reflection and action. We could produce more assignments that allow for self-reflection. More assignments could have incorporate application of ideas.
The adult learner comes to college with a wealth of experiences and knowledge that is not typically found in the traditional undergraduate student. They expect to be active participants in the learning process, want to learn pragmatic skills that will help them reach their goals, and they have a desire to learn. Brining out those experiences and encouraging active and robust discussion between the learner and the instructor, and between learners, is a key concept to increase engagement and reinforce the course concepts and objectives. One challenge with the adult learner is they come with a life philosophy and in many cases firm opinions and thoughts about a variety of topics. As Tasia Ellis said, we need to challenge them to think about why they think what they do. For example, moving people on the ethics scale from personal interest to a more post-conventional way of examining moral dilemmas forces people into a position to consider someone else’s perspective. I think by encouraging dialog and bringing in reality-based learning activities adult students can be challenged to grow and do so in a manner that is inclusive.
This course expanded my knowledge on proper feedback to students. The course also showed me that I am pushing my classes in the right direction and providing a safe stable environement for all.
This course confirmed Knowles Theory of Adult learning by providing the four principles of Androgogy followed by the 4 Rs; 1) Respectful relationships; 2) Responsive facilitation; 3) Reality-based learning; 4) Reflection. Each of these key concepts will be a continuous reveiw of my courses and ways to improve adult learning in their design and delivery.
I learned that we should assist adult learners in taking responsibiliy for learning objectives. I will spend time each week in my zoom presentation reviewing these objectives with the class and helping them to focus on whether or not they are being met.
