Making Connections with the Adult Learner
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Making Connections with the Adult Learner
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
Knowing Our Students
Learning Style
Knowing Our Students
Knowing Our Students
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.
http://www.slideshare.net/larryweas/memletics-learning-style-inventory
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.
http://www.slideshare.net/larryweas/memletics-learning-style-inventory
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
Transformative Learning
Jack Mezirow• Often triggered by a significant, life-
altering event (a.k.a. disorienting dilemma)
• Followed by a period of critical reflection
Transformative Learning
Roles of Instructor• Establish an environment of trust
and care
• Facilitate sensitive relationships and topics
Transformative Learning
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
Transformative Learning
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
Transformative Learning
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
Transformative Learning
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
Making Connections with the Adult Learner
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
Making Connections with the Adult Learner
Sharing
Making Connections with the Adult Learner
Scott SchneiderDean of Adult Education
Eastern Iowa Community [email protected]
563-328-7682