Adult Learners

1) Adult learners are different than young or teenage learners. 2) Adults have responsibilities that may make it difficult for them to focus on their studies. 3) Adults are practical; they want to learn things that will help them in their everyday life, so classroom activities should be connected with learners real life needs and e!periences. 4) Adults have lot of e!perience. "his can be an advantage or a disadvantage. 5) "eachers should investigate students learning needs # e!perience and plan instruction that will be appropriate. $) "eachers should create a classroom conte!t that is comfortable and low%stress. &) "eachers should provide learners with opportunities to integrate new information with their e!periences and practical needs. 'roblem%solving, decision%making, case studies and other higher level thinking tasks are appropriate for this purpose. () Learners should be given the opportunity to choose some aspects of the learning conte!t and process. higher level thinking, survey, problem%solving, decision%making, case study, simulation Learners will: )) *dentify differences between adult learners and younger learners. 2) *dentify tasks that are appropriate for adult learners interests and e!periences. 3) 'lan a lesson that includes techni+ues that are appropriate for adult learners ,homework assignment). 1) 'air%share- pairs make a .enn diagram of differences between adult learners, teenage learners and young learners. 2) "he class discusses the differences between adult learners, teenage learners and young learners. 3) Learners read Guidelines for Teaching Adult Learners. /hile reading, they list concrete activities that achieve the goals suggested by the te!t. 0) "eacher presents a bu11 group lecture on teaching adult learners. 2) Learners look at an information gallery of activities and answer the +uestion- /hat activities are appropriate or inappropriate for adult learners3 /hy3 $) Learners work in small groups to design a practice activity that is appropriate for adults. &) Learners write a lesson plan using activities and techni+ues that are appropriate for adult learners ,homework). /hat problems might occur while teaching adult learners that don t occur while teaching young or teenage learners3 /hat problems can occur when teachers ask learners to make choices about class content and structure3 /hat responsibilities do adult learners have outside of the classroom3 /hat should the teacher do when these responsibilities conflict with class responsibilities3 /hy can learners e!perience be a disadvantage3 4utline of "eaching Adult Learners. 5uidelines for "eaching Adult Learners. *nformation gallery of activities 5446LA6, 7ohn. 2882. Adult Learning. www.isdc.org9AdultLrng.html Lieb, :teven. 2882. Principles of Adult Learning. www.hcc.hawaii.edu9intranet 9committees9;ac6ev <om9guidebk9teachtip9adult%2.htm "urula, Anna. 2882. Language An!iety and <lassroom 6ynamics; A :tudy of Adult
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Learners. English Teaching Forum 2-2( ,April%7une) pp. 2(%33 ,http-99e!changes.state.gov9forum9vols9vol089no29p2(.htm). http-99e!changes.state.gov9forum9vols9vol089no29p2(.htm).

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I. Adult learners are different from teenage learners and young learners. learners. A. *t s important to recogni1e the characteristics of adult learners and prepare for them when planning and teaching seminars or classes. B. Adult learners have many responsibilities C family, work, etc. ). "hese responsibilities can make it difficult for them to focus on their studies. II. Adult learners want to know why they are doing something. A. "he information presented in class must be connected with the learners needs or interests. B. "ell learners what they are going to do in the class. 2. D"oday we re going toE.F 3. DBy the end of this class you will have EF 0. D"he obGectives for today s class areEF <. "ell learners the purpose of the activity or class. ). D/e re going to E because EF 2. D/e re going toE and then * ll ask you toEF 3. DHou learned to E now * ll ask you to apply that information toEF III. It is important to give adults the opportunity to make choices about their learning. A. Letting adult learners make decisions about the class lets learners personali1e the class according to their needs, interests and abilities and makes them feel like adults. B. "eachers should ask adult learners what they want or need to learn. C. "he amount of choice depends on the learners and the re+uirements of the class. ). "eachers can let learners make all of the important decisions in a class- themes, activities, evaluation, when and where the class meets, etc. 2. "he teacher can give learners the opportunity to choose some things about the class. 3. *t came be helpful to give learners a list of possibilities if they don t have enough e!perience to make a choice. ,F Hou can work individually, with a partner or in a small group.F DHou can choose the eight themes that are most interesting for you.F) IV. Teachers should carefully plan the activities and assignments when teaching adult learners. learners. A. Before planning a lesson, consider learners e!perience C what do they already know3 B. Learners e!perience can be an advantage or a disadvantage. ). Affirm what learners already know that is correct. 2. <ompare old and new information ,D@ow is this new information the same as what you thought before3 6ifferent3F). 3. "eachers can give learners information and then ask them a series of +uestions which will help them find their own answers ,DLook at these two lesson plans/hich one would you prefer as a learner3 /hich one do you think gives learners more time to understand information3 /hich one involves more learners3F) <. 'lan activities and assignments that re+uire learners to apply what they ve learned in their lives outside of the classroom. 6. *n class teachers can use case studies, simulations, role%plays, micro%teaching, or micro%planning. ?. "eachers should ask adult learners to give them feedback on teaching techni+ues and class organi1ation. V. It is important to make the classroom a comfortable place for adult learners. learners.
Introduction to Teaching Methodology Adult Learners, Page

A. Arrange tables and chairs so that learners don t feel like they re schoolchildren. B. <reate a community in the classroom. ). *ntroduce yourself and ask learners to introduce themselves on the first day of a class. 2. Learn the students names and use them. 3. =se cooperative group work C groups can be short%term or long%term. <. 5ive learners specific feedback on assignments. ). /hat were the positive and negative points of the assignment3 2. @ow could the learner improve her performance3 6. 6evelop strategies to deal with classroom problems without treating learners like children. ?. Be sure to give all learners the opportunity to participate. ). 5ive roles ,speaker, writer, group leader, etc.) 2. <all on all learners. VI. It is important for teacher to deal with adults like adults. adults. A. "he teacher must treat learners like e+uals. B. *f there s a problem, for e!ample, if learners are unprepared or late, find out the reason why. <. >egotiate a solution to the problem that recogni1es the learners needs or opinions.

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5uidelines for "eaching Adults Learners

A6=L": 'A?;?A L?AA>*>5 :*"=A"*4>: /@*<@1. Are practical and problem centered: centered: a. 5ive previews, summaries and e!amples b. 'lan for direct application of the new information. c. 6esign cooperative and problem%solving activities. d. Anticipate problems that might occur when applying new ideas. e. 5ive practical uses for new information.

6on t be too theoretical.

!. "romote their positive self esteem: esteem: a. 'rovide comfortable activities in small group settings. b. 5ive learners the skills they need to be successful step%by%step. c. @elp them become more efficient and competent. d. 'raise them and provide specific feedback on their work. #. Integrate new ideas with e$isting knowledge: knowledge: a. @elp them review what they already know that is connected to the new idea. b. @elp them see how the new information is connected with them and their lives. c. 'lan ways they can share their e!periences with each other. %. &how respect for the individual learner: learner: a. =se activities that will make them physically comfortable C breaks, snacks, b. 'rovide a +uality, well%planned e!perience that uses time effectively. c. Avoid using unnecessary technical vocabulary and don t treat learners as if they were less capable or intelligent than you. d. Aecogni1e and identify their knowledge, contributions and successes. e. Ask for feedback on your teaching or ideas. f. 'rovide opportunities for learners to e!press opinions or make decisions about class structures and activities. '. Take advantage of their e$perience: e$perience: a. 6on t ignore what they know; it s a resource for you. b. 'lan fle!ible activities so that you can adapt them to fit learners e!perience level. c. <reate activities that use their e!perience and knowledge. d. Listen to learners comments before, after and during an activity or class.

Learners might need to unlearn old habits or ideas.

(. Allow choice and learner control: control: a. Build your plans around their learners needs. b. <ompare your goals with what actually happens in the classroom. c. :hare your plans and ask for feedback on them. d. Ask what they know about the topic C and what they would like to know. e. *nclude alternatives in your plan so that you can easily change if needed. f. :uggest follow%up and ne!t steps for after the session.

Iatch level of choice to their level of development.

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Adapted from the *llinois :taff 6evelopment <ouncil, www.idsdc.org9AdultLrng.html

1. )*L +hart
"he teacher asks learners to fill in the first two columns ,what * know about resumes and what * want to know about resumes) before reading a te!t or listening to a presentation. After reading the te!t the learners fill in the last column ,what * learned about resumes). *hat I )now about ,esumes *hat I *ant to )now about ,esumes *hat I Learned about ,esumes

!. -emori.ation
Learners memori1e the following dialog and then take turns presenting it to the class. A- /hat e!perience do you have3 B- * have worked in an office for three years. A- /hat do you do in the office3 B- * answer the telephone, make photocopies and translate documents. A- 6o you know how to use a computer3 B- Hes, * do. A- /hat programs do you know3 B- * can use Iicrosoft /ord and *nternet ?!plorer. A- 6o you know ?!cel3 B- >o, * don t.

#. /ill in the 0lank

). A JJJJJJJJJJ is a document that briefly presents an individual s e!perience and training. 2. A JJJJJJJJJJ is a document that presents an individual s e!perience, training, and publications in a somewhat detailed format. 3. JJJJJJJJJJ, JJJJJJJJJJ, and JJJJJJJJJJ are typical categories on a resume. 0. A JJJJJJJJJJ JJJJJJJJJJ usually accompanies a resume or curriculum vita. *t gives a brief summary of an individual s +ualifications and asks the employer to consider the individual s application. 2. A JJJJJJJJJJ resume presents professional e!perience beginning with most recent and ending with least recent.

%. ,eading Aloud

"eacher asks learners to take turns reading a te!t about resumes and curriculum vitae aloud.

'. Learning 1ournals

Learners will write in their learning Gournals after every class. 7ournal assignments will ask learners to record what they ve learned, how they learned and how they will use the information in real life. 7ournals assignments may also ask learners to compare what they already knew with what they ve learned in class.
Introduction to Teaching Methodology Adult Learners, Page 5

(. ,ole "lay
'repare a role%play between a sales manager looking for a salesperson # an applicant for the position. "he following information will help you prepare-anager wants: ;ive years of sales e!perience 5ood computer skills 5ood written ?nglish :omeone who can travel 2 weeks a month Basic accounting skills Applicant has: "wo and half years of sales e!perience Iicrosoft /ord, ?!cel and 'ower'oint A degree in ?nglish from the university A sick mother. "wo years e!perience accounting for :ave the <hildren.

2. In3uiry Learning "ro4ect *ndividual learners do independent research about resumes, cover letters and Gob interviews. "hey should complete four stagesI. "lanning /hat do you already know about the process of applying for a Gob3 /hat would you like to learn about applying for a Gob3 /here will you get information3 ,*nternet, small business owners, program coordinators at international organi1ations, people who have applied for Gobs recently, etc.) @ow long will it take you to collect information3 /hat +uestions do you want to ask3 @ow will you record the information3 II. 5ata +ollection. III. Analy.ing the Information. /hat did you learn3 @ow did you learn it3 /hich information do you think is most useful or more accurate3 /hy3 @ow is the information you learned the same or different from what you learned in class3 *s the information like other things that you have learned about3 IV. "resentation. /hich information do you think will be most interesting to your classmates3 /hy3 @ow can you present this information to the class3 /hat visual aids will you use to support your presentation3 @ow will you begin the presentation and get your classmates attention3 @ow will you involve your classmates in the presentation3 6. *ord &earch ;ind vocabulary connected with looking for a Gob in the graph below-

Introduction to Teaching Methodology

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7ints A conversation between an applicant and the employer. A section on a resume that tells about the learner s degrees or other special training. A document that presents a Gob applicant s e!perience and training in a brief form. A document that presents an applicant s e!perience, training and publications in a format that is several pages long. A resume category that can include computer, technical or language abilities. A verb that means to give an application for a Gob.

8. "roblem &olving Hou are the managing board of a paper company that does business in the ;rance, 5ermany and <anada. /ith your group you should decide which of following applicants you would like to hire for a position as an accountant at your company and why. Training 1ane -c5ermott B.:. in Accounting, I.B.A. 3 years /ord, ?!cel <ompany closed Trent 1ones B.:. in Business, certificate in accounting 0 years /ord, ?!cel <onflict with supervisor 5aniel ,amsay B.:. in ?nglish

Accounting 9$perience +omputer &kills ,eason for leaving last 4ob &alary e$pectations Language skills "ersonality &pecial re3uests

( years /ord, ?!cel, Lotus /ife was offered a position as a manager in another city N32,888 :peaks some ;rench @ard%working Afraid to fly %%% prefers to travel by train.

N02,888

N3&,888

:peaks fluent *talian :peaks some 7apanese 'atient, calm /ill get married in August C needs one month off. ?nergetic /ants to work in an office with windows.

Introduction to Teaching Methodology

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1:. &imulation "he goal of the @enry ;ord ;oundation is to help develop small businesses. *t has programs that teach small business owners marketing, advertising, financial planning and accounting. *t also gives credits to small business owners that have graduated from its training program. "he current 'rogram 6irector of the @enry ;ord ;oundation will leave her Gob in three weeks. "he ;oundation needs to hire a new 'rogram 6irector. "he 6irector s responsibilities include managing the credit program, organi1ing training seminars for small business owners and university students, hiring and training business trainers, writing progress reports, applying for grants from national and international organi1ations, budgeting for all programs and communicating with the @enry ;ord ;oundation in the =nited :tates. A position announcement appeared in local and national newspapers. )) Hou should decide what the most important skills for the position are and prioriti1e them from most least important. 2) Hou should design an application form that will make it easy to see which applicants have the skills that the @enry ;ord ;oundation is looking for. 3) ;inally, you should write a list of )8 interview +uestions that will help the interview committee identify the candidate that is the best match for the Gob. 11. -atching Learners match items in the first column with definitions or descriptions in the second column.

"osition Announcement: "rogram 5irector "he @enry ;ord ;oundation seeks to hire a 'rogram 6irector for its operations in the ;?A5A>A .ALL?H. "he ideal applicant will have five years e!perience in business and management, selecting and training office and business trainers. ?!perience managing micro%credit programs is essential. "eaching e!perience is highly desirable. "he successful applicant will have e!cellent communication skills in ?nglish and Aussian. Additionally, proficiency in at least one local language is desirable. *nterested candidates should re+uest an application from. @;;oundationOautomail.com they should fill out the application in

to

). Aesume

a. A letter that very briefly lists the individual s skills that are connected with the position for which they are applying. =sually attached to a resume. b. "his section of a resume lists Gobs or volunteer work completed by the individual. c. A document that lists the individual s skills, e!periences and publications or research. ?specially used in academic conte!ts. d. A resume category that describes any degrees or special training an individual might have. e. A )%3 document which briefly presents the individual s skills, e!perience and education #. "his category shouldn t be listed unless it is connected with the position for which the individual is applying.
Adult Learners, Page $

2. <urriculum .ita 3. @obbies

0. <over Letter 2. ?!perience $. ?ducation

Introduction to Teaching Methodology

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