Effective Instructional Strategies For Adult Learners

Effective Instructional Strategies For Adult Learners College and universities across America are experience a change in student demographics from traditional to adult students. The adult student (those 25 and older) population in higher education continues to grows (Palazesci Bower, 2006; ODonnell Tobbell,2007; Giancola, Grawitch, Borchert, 2009; Vaccaro Lovell, 2010). The U.S. Department of Education reported an increase in nontraditional students from 28% in 1970 to 39% in 1999. Today, the U.S. Department of Education reported in its National Center for Educational Statistics(2006) reported that first-time full-time students are now in the minority in higher education. This growing population of adult learners bring unique characteristics to the learning environment. One might then expect to observe significant difference in instructional strategies of instructors of traditional and adult students. However, despite the unique characteristics of adult learners, the traditional approach to instructional strategies, in particular the lecture method, used in many traditional classrooms is utilized in the adult learning environment as well. While there are no inherent negative outcomes associated with the lecture method (Masikunis, Panayiotidis, Burke, 2009; Giers Kreiner, 2009; Revell, Wainwright, 2009), characteristics of adult learners may provoke the investigation of alternative instructional strategies. Adult Learning Malcom Knowles first introduced the idea that adult and children learning differently due to developmental and experiential differences in the 1970s (Knowles, Holton, Swanson, 2005). Prior to Knowles work, pedagogy was the focus of instructional strategies in higher education. The pedagogy model required the instructor to be in control of the learning and was the main focus of Knowles coined the term andragogy to describe a core set of principles of adult learning to build a more effective learning process for adults (p. 2). The six principles of andragogy are: The learners need to know; Self-concept of the learner; Prior experience of the learner; Readiness to learn; Orientation to learning; and Motivation to learn. (p. 3) Knowles stressed andragogy as a process model rather than the content model characteristic of pedagogy. The difference is not that one deals with content and the other does not; the difference is that the content model is concerned with transmitting information and skills whereas the process model is concerned with providing procedures and resources for helping learners acquire information and skills. (Knowles, Holton, Swanson, 2005, p. 115) Knowles maintained these principles, or assumptions, as foundational in designing meaningful learning experiences for adult learners (Merriam, Caffarella, Baumgartner, 2007). In addition to considering the characteristics of adult learners, Merriam, Caffarella, and Baumgartner (2005) emphasize the importance of recognizing learning in an adults life occurs in structured and informal learning environments. This recognition allows educators of adults to take into consideration the vast experience and knowledge adult students bring to the learning environment. Prior knowledge then becomes foundational to the learning experience. Also, the recognition that learning occurs in multiple arenas of life enables educators to assist adult learners in understanding they are lifelong learners. This may lessen the adults anxiety of entering a formal educational setting. The learning environment may be new, but the experience of learning new knowledge or skills is not. Lifelong learner is part of the adults life. Brookfield (1986) addressed the social aspect of adult learning. the acts of teaching and learning and the creation and alteration of our beliefs, values, actions, relationships, and social forms that result from this are ways in which we realize our humanity (p. 1). From this belief, Brookfield (1986) presented six principles for facilitating learning: Participation in learning is voluntary; adult engage in learning as a result of their own volition. Effective practice is characterized by a respect among participants for each others self-worth. Facilitation is collaborative. Facilitators and learners are in a cooperative enterprise in which, at different times and for different purposes, leadership and facilitation roles will be assumed by different group members. Praxis is placed at the heart of effective facilitation. Learners and facilitators are involved in a continual process of activity, reflection upon activity collaborative analysis of activity, new activity, further reflection, and collaborative analysis, and so on. Facilitation aims to foster in adults a spirit of critical reflection. The aim of facilitation is the nurturing of self=-directed, empowered adults. While Knowles advocated that adults learn differently than children, he understood the application of andragogy assumptions were dependent on the learning situation. In all learning situations, the needs of the learner are paramount in designing an effective learning experience. Knowles (as cited in Knowles, Holton, Swanson, 2005) stated: My intention, therefore, was to present an alternative set of assumptions to those that had been traditionally made by teachers of children, so that others would have another choice. I saw them as assumptions to be tested (not to be presumed), so that if a pedagogical assumption was the realistic condition given situation then pedagogical strategies would be appropriate. For example, if I were now, at age 66, to undertake to learn a body of totally strange content (for example, the higher mathematics of nuclear physics), I would be a totally dependent learner. I would have very little previous experience to build on, I probably would have a low degree of readiness to learn it, and I dont know what developmental task I would be preparing for. The assumptions of pedagogical assumptions would be appropriate. (p. 146) However, with that said, in many learning situations adult learners do bring a readiness to learn, do have experiential background, and XXXXXXXXXXXXX. In this context, learning strategies appropriate to the adult learner should be considered. Institutional Reaction to Adult Learners Despite the continual struggle of adult learners for voice and value in higher education (Sissel, Hansman, Kasworm, 2001), institutions appear to acknowledge the unique population of adult learners (Simpson, 2004). Institutions offer degree programs specifically addressing the need to provide alternative student services, multiple delivery modes (in-seat and online), and flexibility in scheduling (Durey, 2007). Matkin (2004) identifies two distinct markets in higher education: the residential student (traditional students) and the nonresidential (nontraditional student). The members of the two markets have different reasons for seeking education, different backgrounds, different service needs, and different pathways through which they are attracted (recruited) to education (p. 62). While, some in higher education academy may still harbor distrust in these nontraditional programs for adult learners, Tweedell (2007) contends many programs that target the adult population have been mor e deliberate in planning and implementing quality than other education programs whose theories and practices are rooted only in tradition (p. 5). In addition to addressing opportunities for adult students to pursue higher education opportunities, educators must investigate and implement instructional strategies that address the needs of adult learners. Instructional Strategies Several models of adult learning inform best practices in adult learning. Knowles (as cited in Brewer, 2005) provided guidelines for development and practice in adult learning programs. Central components of Knowles theory are self-directedness , a focus on experiential learning, learner reliance on past experiences, adult motivation to learn, and goal orientation associated with problem solving (p. 23). Effective instructional strategies for adult learners: Incorporates learners goals and objectives Provides opportunities for content to build on past experiences and knowledge Focus on problem oriented and practical strategies Require active learner participation Provides opportunities for application of new knowledge and skills Provide opportunities for both independent and collaborative learning Implications for Faculty Development Conclusion

Early Intervention in North Carolina

Early Intervention In North Carolina â€Å"Early intervention is a term that often is used to describe specific agencies, programs, services, and resources. In North Carolina, early Intervention has been described as a system of services provided by many different agencies and programs for children birth to five and their families. The system is for students who are having difficulties In the general education classroom but has not been placed Into the special education class. This comprehensive, interagency system is called TogetherWe Grow. Together We Grow has two parts 1) – the Infant-Toddler Program for children birth to three & 2) the Preschool Program for children ages three to five. † The early intervention system of services is provided under federal law, the Individuals with Disabilities Education Act (IDEA). Part C of the IDEA provides the federal mandate for services for young children. North Carolina Early Intervention Branch (NCEI) Is a part of the N. C. Di vision of Public Health and is the lead agency for the Infant Toddler Program (ITP).Research has found this to be the critical time to offer positive opportunities for child development. The state of North Carolina offers eighteen Children's Developmental Services Agencies (CDAs) across the state and they work with local services to improve the children success. Together We Grow (ITP) serves families whose children have certain levels of developmental delay or conditions. They offer Service Coordination Physical, occupational and speech-language therapies Family support Special instruction Assistive technologyOther services Basic safeguards are providing to secure confidentiality of the passing of the child information. Together We Grow Preschool Program: â€Å"In February 2010, Superintendent June Atkinson created NCDPIS Office of Early Learning to implement a strategic focus on the Pre-K – Grade 3 learning continuum and its impact on high school graduation. NCDPl's focus o n Pre-K through Grade 3 alignment of standards, curriculum, Instructional practices and assessment maximizes learning gains for children throughout these early grades, providing a trong academic foundation that leads to improved high school graduation rates. There are many services that are offered within the Early Intervention program.

Surrogacy and Kant - 1558 Words

Ethical Decision Making Paper The following case involves a seventy one year old male patient who told his family if the time ever came when he could not sustain life on his own he didn’t want measures taken to do so. This patient found out in the late summer of 2008 he had stage four pancreatic cancer. The doctor gave him about four weeks to live. At this point he took things into his own hands and made his daughter durable power of attorney for his healthcare needs. Over the next few weeks he became very week and could no longer walk. He stopped eating and drinking due to the mixture of him not feeling well and the medication he was taking. Eventually Hospice was called in to help assist with him and provide some comfort†¦show more content†¦The daughter of the patient also thought she was doing well by following her father’s wishes. At this point with the patient is in the last few days of his life the best thing at this point would be to honor his last wish and do nothing to sustain his life any longer. The second of the ethical theories we are looking at is Utilitarianism which is an act that Is right if it helps bring about the best balance of benefits over burdens (Purtilo 73). Utilitarianism is an effort to provide an answer to the practical question â€Å"What ought a man to do?† Its answer is that he ought to act so as to produce the best consequences possible (Hamric, : Spross, and Hanson, 2000)... There are not many consequences of taking out the IV line because the end result is still terminal. Step 4: Exploring the Practical Alternatives: Option 1- The patient stated to his daughter his wishes regarding the issue of his healthcare. The patient clearly stated when the time came for him to die if he could not sustain life on his own he wanted no steps taken to prolong his life. Therefore while he was still in sound mind he made his daughter Durable power of attorney over his healthcare needs. The patient should have signed a DNR to insure his wishes were followed through with. In that situation there would have been no doubt or second guessing by the family on what he wanted. Option 2- The family had aShow MoreRelatedEthical Dilemmas Of Utilitarianism And Deontology1368 Words   |  6 PagesConsidering Ethical Dilemmas through Utilitarianism and Deontology Kant’s theory of deontology and Mill’s theory of utilitarianism provide starkly different approaches to assigning moral value to ethical dilemmas, two modern dilemmas being commercial surrogacy and physician-assisted suicide. This essay will expound upon the process of deciding moral value within each ethical theory and then apply this decision process to the two ethical dilemmas. Arguments will be posited in support or in opposition toRead MoreCommercial Surrogacy : A Current Complex Issue That Evokes Strong Moralistic Response1327 Words   |  6 Pagesbehavior. Though it is impossible for these legislative decisions to please every single individual in a society, these governs are passed in morality of the thousands of elected parties in charge. Commercial surrogacy is a current complex issue that evokes strong moralistic response. Commercial surrogacy takes away the childbearing element in the reproductive period for individuals looking to have or extend a family. It has opened the doors for many who cannot bear children of their own though this behaviorRead MoreEthical Dilemmas for Nurses on End of Life Issues5633 Words   |  23 Pagesdown by Beauchamp and Childress in 1979, and form the framework within which medical ethics is now normally taught to student doctors and nurses as reported in (Warnock, 2005). In autonomy we respect a patient’s right to self-determination, but surrogacy may be invoked where a patient loses the capacity to express their wishes. While in Beneficence-we should promote good for our patient, always. In the Ethical principle of Non-maleficence states ‘First do no harm’ while the justice principle

The New Imperial Movement - 915 Words

With the new imperial movement came with a lot of inequality and destruction with the colonies. Droughts, famines, and diseases were at high in Asia, specially India and China, and could have been preventable. The British government and other imperial powers could have stepped in and helped prevent and or lessen the severity of in those areas, yet none of them received help. There was a surplus amounts of food available in those countries plus with the addition of railroads that could have easily help with fast transportation more effective and efficient to get food to these people, yet still nothing happened to help the ones in needs that were used to help fuel European economy, mainly Great Britain’s. 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