Making Connections with the Adult Learner.pptx

Making Connections with the Adult Learner

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Scott SchneiderDean of Adult Education

Eastern Iowa Community [email protected]

563-328-7682

Agenda• Participatory Exercise• Define Critical Thinking• Exploration of Adult Learning

Theory• Application of our

Understanding• Discussion

One-Way Street?

High speed accident?

Which car sustained the most damage?

Does the silver car appear drivable?

How many people were to your left?

How many had their hand over their mouth?

Describe the person who took pictures.

Describe the person next to the bike.

What was the weather like?

What color were the cars in the accident?

What is the speed limit at the site?

Who was at fault?

• Low income• Unemployed or

Underemployed• Lack Self Confidence• Newfound Intrinsic Motivation

The Face of High School Equivalency

• Low English Literacy• May or May Not Have HS Diploma• May or May Not Have College

Degree(s)• Often Struggle with Employment

and Community Assimilation

The Face of English Language Learners

Beyond general demographics, what would we like to know about our students?

Knowing Our Students

• Their unique situation• Their family and work commitments• Their fears, hesitations, and

insecurities• Their perceived strengths and

weaknesses• Their short and long term goals


Learning Style



http://www.slideshare.net/larryweas/memletics-learning-style-inventory

Assessing Learning StyleVisual (spatial): Prefer using pictures, images, and spatial understanding.Aural (auditory-musical): Prefer using sound and music.Verbal (linguistic): Prefer using words, both in speech and writing.Physical (kinesthetic): Prefer using your body, hands and sense of touch.Logical (mathematical): Prefer using logic, reasoning and systems.


Assessing Learning Style

Social (interpersonal): You prefer to learn in groups or with other people.

Solitary (intrapersonal): You prefer to work alone and use self-study.


Critical Thinking

Vs.

Weighing All Options

Questioning Beliefs

Examining via multiple lenses

Varying Perspectives

Personal/Professional Bias

Critical ThinkingCommonly Held

BeliefsReligious or spiritual belief systemPolitical platformRole of educationOthers?

Critical ThinkingAn Exercise in CT

Bachelor degree attainmenta. Essential for professional successb. Level playing fieldc. Stepping stone to graduate degreed. Worth the investmente. Not worth time or money

Critical ThinkingCritical Debate

Take the opposite position and offer a supporting argument in a constructive but convincing manner.

Critical ThinkingCritical Debate

• Research supported (properly cited)• Research taken from multiple perspectives• Consideration of potential bias• Counterpoints presented constructively• Facts and educated conclusions vs. opinions• May or may not alter original beliefs

Critical ThinkingA formal definition:

“…the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information…”

Source: National Council for Excellence in CT (1987)

Constructivist TheoryConstructivism is defined as a process of building knowledge through a personal connection to the new information.

It involves active engagement in problem solving and critical thinking as new information is applied to the students’ current knowledge base.

Constructivist Theory

Introducing Vygotsky’s Zone of Proximal Development

What

ICan Do

Zone of ProximalDevelopment

Scaffolds• Lectures• Lab

Activities• Discussions• Internships• Readings• Practice

Tests• Field Trips• Internships• Guest

Speakers• Online

Supports• Contextual

Exercises

Zone of Proximal Development

Transformative Learning

Jack Mezirow• Induces more far-reaching change in

individual than other kinds of learning

• Experiences which shape the learner and produce a significant paradigm shift


Jack Mezirow• Often triggered by a significant, life-

altering event (a.k.a. disorienting dilemma)

• Followed by a period of critical reflection


Roles of Instructor• Establish an environment of trust

and care

• Facilitate sensitive relationships and topics


Roles of Instructor• Seasoned guidance – serving as an

experienced mentor, engaging in self-reflection as a means of modeling it for others

• Compassionate criticism – assisting in questioning their own realities in ways that would promote transformation


Roles of Student• Share in the responsibility of creating

both the environment and the process

• Be willing to let go of old conceptualizations of self and the world


What are some examples of

disorienting dilemmas that our students may

encounter?

AndragogyMalcolm KnowlesBased upon six guiding

principles

Andragogy• Adults are internally motivated

and self-directed

• Adults bring life experiences and knowledge to learning experiences

• Adults are goal oriented

Andragogy• Adults are relevancy oriented

• Adults are practical

• Adult learners like to be respected

Andragogy

Andragogy

Constructivist Theory

ZPD


Andr

agog

y

Learning Style

StrategiesAccessibility

Online RegistrationConvenient Scheduling

Options for EngagementOnline/Blended/Flipped/

Videoconference

StrategiesRelevance

Contextual ContentFit with Goals

Connection to Career PathwayStudent Status in the College

StrategiesActive/Participative

LearningCollaborative Learning

Student as TeacherTeacher as Facilitator

InternshipsField Trips/Business Visits

StrategiesConstructivist Based

Building Upon Life ExperiencesLearning Style AssessmentAssessing Prior Learning

StrategiesCreate Expectations

Enhanced OrientationTell Them…Teach Them…Tell Them

Practice, Practice, PracticeLearning Outcomes

StrategiesIncentivize SuccessDual Enrollment Scholarship

Completion Voucher


Discussion

How does this information help us make connections with adult learners?

What best practices are you using to engage your adult students in and out of the classroom?

Share your successful strategies or ideas for new approaches with your group.

Discussion


Sharing


Scott SchneiderDean of Adult Education

Eastern Iowa Community [email protected]

563-328-7682

Documents

Making Connections with the Adult Learner.pptx