Strategies for Teaching Adults
FACILITATOR
Larissa Chuprina, Ph.D.
Adult Education and Human Resource Development
Graduate School of Education
Fordham University
New York, NY
STRATEGIES FOR TEACHING ADULTS
The course is designed for educators of adults as an interactive class on-line to show strategies, methods, and techniques for teaching adult learners in different settings. With diversification of clientele in Adult Education, we need to address multiple approaches toward adult learners who come from different cultural backgrounds.
Learning–teaching transactions are central to effective adult education practice. Professional educators of adults can assume a wide range of responsibilities and roles, such as administrators, researchers, consultants, and instructors. In any of these roles, it is essential for the educator to understand principles that form the foundation of teaching-learning processes. This course will provide an opportunity for the participants to gain theoretical understanding of adult learning with practical experience relative to teaching adults. By participating in a variety of experiences, participants will develop new knowledge and skills related to effective teaching.
Issues of emotion, conscious, and spirituality will be part of our course, as they are vital to thought and to a learning-teaching process. The notion of consciousness is important, as it gives a sense of identity, in addition to understanding one’s own worldviews, beliefs and values. Through understanding self on both sides of the learning-teaching continuum, we can achieve intellectual and spiritual growth.
This class will embrace modern technologies with an on-line teaching and support and will include discussions and opportunities for sharing experience. The content and context of the class will encourage appreciation of diversity and spirit of collaboration
between the student and instructor.
Topics for Discussion
The range of possible topics for study and discussion may vary according to the interests of the participants. The topics can be added or omitted throughout the course in order to meet specific needs of participants. Conceptual knowledge for teaching adults and main terms related to teaching-learning processes for adult population will remain as the core of the course.
The following topics can be offered as a basis for the course:
A Profile of the Adult Learner and Differences in Learning
Learning Styles and the Nature of Adult Learning
Affective (attitude), Behavioral (competence), and Cognitive (new knowledge) Learning
What is Effective Teaching?
Designing an Active Training Program
Selecting Appropriate Teaching Methods and Techniques
Individualizing the Teaching-Learning Process
Multiple Intelligences and Alternative Methods in Teaching
Distance Education/Experiential Learning/Self-Directed Learning
Technologies for Educational Support
Creating a Supportive Learning Environment
Face-to-face teaching/teaching on-line
Emotion and Consciousness in a Teaching-Learning Process
Ethical Dilemmas and Problems in Teaching Adults
1. Understanding of different learning styles;
2. Understanding of cognition, emotions, and conscience in a teaching-learning process;
3. Ability to discuss areas of interest with relevance to teaching adults and articulate
personal teaching philosophy;
4. Ability to define personal teaching styles, including assessment of one’s own
strengths and weaknesses;
6. Familiarity with professional literature in adult education and related areas;
7. Understanding of effective approaches towards teaching adults indifferent settings
and for adults with different cultural backgrounds;
8. Understanding of ethical dilemmas and other problems in teaching adults;
9. Ability to choose relevant methods and techniques according to the setting
The course will have a workshop format on-line. In the beginning, the facilitator will provide new materials, explain new notions, and pose questions for discussion. The learners are expected to participate in discussion and to be actively involved in a learning process. Participants are encouraged to develop independence and self-directedness. At the same time, a structure and instructional support will be provided for those prefer it.
New communication technologies will be a tool, means, and a goal of our learning process. E-mail and telephone conversations will facilitate discussions and will allow us to communicate outside the classroom.
COURSE REQUIREMENTS
· Participation in choosing areas and topics of interest;
· Demonstration of your understanding of the concepts and terms pertaining to the course.
· Reading the required texts, articles, and other materials according to your individual professional interests.
· Leading a workshop about a specific method or technique in adult education and sharing annotated bibliography on the topic of your presentation (on-line).
· Development of three short essays related to perspectives on teaching adults based on your experience and the literature (books and periodicals are not restricted to the list given in the Bibliography).
· Development of personal teaching philosophy (1 page)
REQUIRED TEXTS:
Apps, J.W. (1996). Teaching from the heart. Malabar, FL: Krieger.
Merriam, S.B. & Caffarella, R.S. (1999). (Rev. Ed.). Learning in adulthood: A
comprehensive guide. San Francisco: Josse-Bass Publishers
RECOMMENDED TEXTS:
Galbraith, M.W. (Ed.). (1998). Adult learning methods (2nd Ed.). Malabar, FL:
Robert. E. Krieger.
Silverman, M. (1998). Active training. San Francisco: Jossey-Bass.
Merriam, S.B. (Ed.). (2001). The new update on adult learning theory. (New
Directions for Adult and Continuing Education No. 89). San Francisco:
Jossey-Bass.
To make bibliography for papers, please refer to: Publication Manual of the American Psychological Association (5th Edition), Washington, D.C.: American Psychological Association.
You may see the requirements on-line: http://www.bridgew.edu/Library/apa.htm
Other recommended on-line resources:
www.infed.org/biblio/b-learn.htm
GRADING
Evaluation and course grade will be determined by how well each participant demonstrates active involvement in the course, critical reflection on course topics, and an understanding of concepts related to teaching adults.
A Learning Contract, that can be individualized according to the participant’s learning goals, will be offered the second week of the class. It will provide structure and at the same time will give you freedom and flexibility to fill the learning plan with your learning goals and tasks.
Individual activities
ESSAYS
Purpose
To reflect on your experiences as a teacher/learner in order to gain new insights into your practice.
How to Prepare Essays
1. Choose the topic of the essay to reflect on your experience as a teacher and learner.
2. Share your experience with members of the group or small groups to gain a perspective on your topic.
3. Choose a topic and literature to master a certain method or approach to teaching adults. Complete readings that will help you to understand your views relative to teaching adults and to adult learning theory. Describe how it may be used in the area of your professional interest.
Presentation
Develop a typed, double-spaced essay for each of the following topics:
1. Identify 1) your learning and teaching styles; 2) key strengths and preferred strategies of your learning process; 3) Key strengths and strategies for your teaching styles; 4) key areas of your personal interest for teaching adults (3-4pages)
2. Reflect on a teacher who has had a major impact on your life. This can be a teacher from any time in your life. What is it about this teacher that made a difference? Can you see any connections between what this teacher did and what you believe is “good” adult education practice? Are there any strategies that you would use in your own practice? (3-4 pages)
4. Write an essay why it is important to know learning needs, styles, and goals of your students. Complete and share a list of References and Bibliography with the members of the group. Give an example of application of the theory in your field of education (e.g., write how you would tailor instruction according to the needs of adult learners in your area of interest). (5 pages)
(Keep copies for your own records)
Individual or group activity
CREATING A POWER-POINT PRESENTATION
Purpose
To gain teaching experience as a presenter
How to prepare for your presentation:
1. Select a method or technique that you are interested in learning more
about. Preferably, the topic should be new to you. (Note: The Galbraith
and Silverman books offer examples of numerous methods and
techniques; however, your selection need not be limited to these books).
2. Complete all readings necessary to learn about the topic of your presentation. Reading can go beyond the course texts and can include books, journal articles, ERIC documents, and other resources.
3. Prepare an annotated bibliography consisting of
references presented in a standard according to APA, 5th Edition.
4. Please include at least three (3) journal articles.