When it comes to learning, adults are not over sized children. Maturity brings unique characteristics that affect how adults are motivated to learn. By appealing to the unique qualities of adult learners, we can design more effective and motivating online courses.
Not a MyNAP member yet? Register for a free account to start saving and receiving special member only perks. T he ideal culmination of successful learning, including literacy learning, is the development of expertise.
Targeted, or personalized, instruction is fantastic in theory — especially for adult learners with widely varying skill sets, academic needs, and goals. However, in the busy reality of the classroom, it can be a tall order to implement. A well-thought-out plan and the right resources are key to making it work.
Malcolm Knowlesa pioneer in adult education, popularized the concept of five teaching strategies for adults, which states that students learn best when:. Adults students are special because they step foot into a classroom with the desire to learn. They are there to learn something new or become certified in a particular field.
Include Synonyms Include Dead terms. This guide to working with adult learners approaches the job of the instructor from a threefold perspective that focuses on the role of the instructor as a professional, the needs of the learner, and the instructional process and related technology. Chapter 1 examines the role of an effective instructor as a behavior model and change agent.
The teacher of adults has a different job from the one who teaches children. If you're teaching adult students, for the best results it's important to understand and practice five principles espoused by Malcolm Knowles, a pioneer in the study of adult learning. He observed that adults learn best when:.
Include Synonyms Include Dead terms. This one-stop guide for trainers and educators of adults in industry, business, or the professions details a results-oriented instructional strategy that is based on the following principles for instructing adults effectively: 1 act as a leader, helper, guide, change agent, coordinator, and facilitator of learning; 2 promote active participation and three-way communication; 3 develop a collaborative climate; 4 recognize learners' individuality; 5 assist learners in setting and understanding goals; 6 use effective questioning; 7 be experience-centered; 8 promote mutual problem solving; 9 be a group member; and 10 reinforce learning through self-evaluation. The book is written for all instructors of adults, from novice to expert, and illustrates all concepts with practical examples.
Program Overview: Program Code: Level of Completion: Mohawk College Certificate Delivery Method: Online Graduation Requirement: 6 courses Intended for individuals wanting to enhance their skills and abilities required to teach or train the adult learner. Learn how to facilitate effective program planning, design meaningful assessment, and evaluation tools, achieve good instructional and teaching skills. Other areas covered are the various processes that will assist adults to pursue learning in various formats, educational issues reflecting current thinking and learner concerns, plus meeting the specific needs of adults with learning challenges, and skills for instructing in non-traditional environments. This will be accomplished by assignments, group projects, and quizzes.
The reasons why adult students decide to enroll in a literacy program and then choose to either continue or drop out are multiple, complex and varied. Adult students come to literacy programs with their individual sets of motivations, barriers and personal needs. In this training module, Community Literacy of Ontario explores issues around the important topic of student retention.