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5Ws & H IAACE 2014 The nuts and bolts. Presented by Glen Welch Exploring the Possibilities.

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Presentation on theme: "5Ws & H IAACE 2014 The nuts and bolts. Presented by Glen Welch Exploring the Possibilities."— Presentation transcript:

1 5Ws & H IAACE 2014 The nuts and bolts. Presented by Glen Welch Exploring the Possibilities

2 Who, What, When, Where, Why & How in Adult Education. The single greatest factor influencing the success of an AE program is YOU! Your desire to help others will make a difference, Thank you for being here!

3 Schools, Students, Administrators, Testing facilities IAACE, Indiana AE Team, U.S. Department of Education, DWD, DOE, WorkOne, Families, Friends, Colleges, Businesses, Chamber of Commerce, Curriculum and Textbook companies, Internet, Community Colleges, Community or Faith-based organizations, Volunteer Literacy organizations, Public or Private Nonprofit agencies, Public Libraries, Correctional Facilities, State Agencies, and many more. But most importantly, YOU! WHO? Is involved in Educating the Adults in Indiana

4 You can bring to the classroom what adult learners desire. According to Malcolm Knowels, Adult learners want/need: A person who can facilitate their learning. A person who can link past experience for future learning. A person who can guide their increased desire to learn. A person who can efficiently use their time for learning. A person who can harness their motivation to help them succeed. YOU What tools will you use for AE students?

5 IAACE board--contact-us.html

6 AEC- Adult Education Coordinators InTERS- Indiana Technical Education Reporting System InTERS WorkINdiana TABE assessment Amplifyae.org Indiana Adult Education

7 The U. S. Department of Education announces the name change for the Office of Vocational and Adult Education (OVAE) to the Office of Career, Technical, and Adult Education (OCTAE). Vocational education was recognized as a national priority with the Smith-Hughes Act of Career and Technical Education has now replaced vocational education as a more accurate term to describe what and how students are studying to be career ready. Secretary of Education Arne Duncan has said, The president and I believe that high-quality CTE programs are a vital strategy for helping our diverse students complete their secondary and postsecondary studies. He acknowledged that those on a CTE track are helping our nation meet our economic and workforce challenges. In fact, by implementing dual enrollment and early college models, a growing number of CTE pathways are helping students to fast-track their college degrees. U.S. Department of Education OVAE OCTAE Workforce Investment Act of 1998 (Public Law )Workforce Investment Act of 1998

8 What standards do I need to teach? What do I need to know or do to be an effective AE teacher ? WHAT? TASC College and Career Readiness Standards Readiness Standards for Adult Education

9 Standards In Action INNOVATIONS FOR STANDARDS-BASED EDUCATION

10 What to do for students? Pedagogy VS. Andragogy Malcolm Knowles was one of the first to really study adult learner needs as opposed to the needs of children. His model suggested. Adults are internally motivated and self-directed Adults bring life experiences and knowledge to learning experiences Adults are goal oriented Adults are relevancy oriented Adults are practical Adult learners like to be respected 1 As a person matures his self concept moves from one of being a dependent personality toward one of being a self- directed human being 2 They accumulate a growing reservoir of experience that becomes an increasing resource for learning. 3 Their readiness to learn becomes oriented increasingly to the developmental tasks of his social roles. 4 Their time perspective changes from one of postponed learning to one of problem solving. 5 Their motivation to learn is internal (Knowles 1984:12).

11 WHEN? Past, Present, Future tory_Report.pdf IAACE History GEDTASCCCRBeyond

12 Question / Answer Can you use your teaching tools to assemble the nuts and bolts?

13 Another brick in the wall- Pink Floyd Most of our student cohort have sung this at the top of their lungs. ACRE?? What do you know?

14 As a teacher you want to be able to give them some answers. Adults will ask: Why cant I learn? Why did I fail? What is wrong with me? Most adult students realize their earlier attempt(s) in education were less than successful, but are not exactly sure why. Respect them and have some empathy when discussing these issues. WHY? Adult students want/need to know why.

15 Learning Different Adults want/need to know why. Learning Different (LD) Richard Lavoie discusses a definition of exclusion. Meaning, It does not include the developmentally disabled (mentally impaired), emotionally disturbed, people who have been denied the opportunity to learn, or those with a modality deficit, such as the blind and deaf. What we have left are people who typically have average or above average intelligence, but are unable to achieve at their potential. Most of us think of reading disorders, such as dyslexia, but the learning disability can be in one or more of the basic processes involved in understanding or in using language, spoken or written.

16 This can affect the ability to listen, think, speak, read, write, spell or do math. Some examples are difficulty with visual perception, auditory processing, organizing information, or the ability to visualize.

17 The adult learner has many responsibilities that must be balanced against the demands of learning. Because of these responsibilities, adults may have barriers against participating in learning. Some of these barriers include: lack of time lack of confidence lack of information about opportunities to learn scheduling problems lack of motivation, "red tape" Lack of finances If the learner does not see the need for the change in behavior or knowledge, a barrier exits. Likewise, if the learner can not apply learning to his/her past experiential or educational situations, the teacher will have barriers to overcome. A successful strategy includes showing the adult learner the relationship between the knowledge/skill and the expected positive outcome. Barriers and Balance

18 By the time we have careers, homes, and families, we learn new things very differently than we did as a child. We bring life experience and wisdom to the classroom. We want to understand the "whys" of what we're learning, and we want to be actively involved at our own speed. We want to be in control. Each student may require a unique learning style, adults learn best when teaching strategies combine visual, auditory, and kinesthetic activities. A Teacher Will Appear When The Student Is Ready To Learn Adult Learner advantages/disadvantages/styles

19 Maslows Hierarchy of Needs

20 Maslow Original 5 plus 3 more 1. Biological and Physiological needs - air, food, drink, shelter, warmth, sex, sleep, etc. 2. Safety needs - protection from elements, security, order, law, limits, stability, etc. 3. Social Needs - Belongingness and Love, - work group, family, affection, relationships, etc. 4. Esteem needs - self-esteem, achievement, mastery, independence, status, dominance, prestige, managerial responsibility, etc. 5. Cognitive needs - knowledge, meaning, etc. 6. Aesthetic needs - appreciation and search for beauty, balance, form, etc. 7. Self-Actualization needs - realizing personal potential, self-fulfillment, seeking personal growth and peak experiences. Maslows hierarchy

21 8. Transcendence needs - helping others to achieve self actualization. Reduction of threat until it no longer blocks learning, continuing provision of a wide range of choices between growth and safety, respect by teachers and planners for learners and their nature. Suggestions included promoting maximum learner participation in program planning and evaluation, encouraging "peak experiences" of high self- actualization, making programs as attractive and free of threat and risk as possible, and evaluating programs in terms of their contribution to self-actualization and intrinsic learning. Maslows hierarchy cont.

22 Student must reach a learning mode.

23 WHERE? Can you find what you need? This is a fantastic place to start. There is a bit of everything in this handbook and it is intended to be a living document that will be updated as time goes by. Adult Education Teacher Handbook

24 Breathe… Get organized Be real Know your students Know your curriculum If that doesnt work… Ask Sara. HOW? Can I get all this done?

25 Dr. Knowles suggests how instructors should deal with each of these assumptions. Adults want to know why they should learn. Adults need to take responsibility. Adults bring experience to learning. Adults are task-oriented. HOW? With researched based methods.

26 Good question!! Here we will discuss some ways to facilitate learning by applying Knowles' principles. 1. Adults are internally motivated and self-directed Adult learners resist learning when they feel others are imposing information, ideas or actions on them. Your role is to facilitate a students' movement toward more self-directed and responsible learning as well as to foster the student's internal motivation to learn. As a teacher you can : Set up a graded learning program that moves from more to less structure, from less to more responsibility and from more to less direct supervision, at an appropriate pace that is challenging yet not overloading for the student. Develop rapport with the student to optimize your approachability and encourage asking of questions and exploration of concepts. How can I apply Knowles principles

27 Show interest in the student's thoughts and opinions. Actively and carefully listen to any questions asked. (Rogerian) Lead the student toward inquiry before supplying them with too many facts. Provide regular constructive and specific feedback (both positive and negative), Review goals and acknowledge goal completion Encourage use of resources such as library, journals, internet and other department resources. Set projects or tasks for the student that reflect their interests and which they must complete and "tick off" as they finish the task. (Knowles,1980 ). Knowles principles applied cont.

28 2. Adults bring life experiences and knowledge to learning experiences Adults like to be given opportunity to use their existing foundation of knowledge and experience gained from life experience, and apply it to their new learning experiences. As a teacher you can: Find out about your student - their interests and past experiences (personal, work and study) Assist them to draw on those experiences when problem-solving, reflecting and application. Knowles principles applied cont.

29 3. Adults are goal oriented Adult students become ready to learn when "they experience a need to learn it in order to cope more satisfyingly with real-life tasks or problems" Your role is to facilitate a student's readiness for problem- based learning and increase the student's awareness of the need for the knowledge or skill presented. As educator, you can: Provide meaningful learning experiences that are clearly linked to personal, client and fieldwork goals as well as assessment and future life goals. (Knowles,1980 ). Knowles principles applied cont.

30 4. Adults are relevancy oriented Adult learners want to know the relevance of what they are learning to what they want to achieve. One way to help students to see the value of their observations and practical experiences throughout their placement, is to: Ask the student to do some reflection on for example, what they expect to learn prior to the experience, on what they learnt after the experience, and how they might apply what they learnt in the future, or how it will help them to meet their learning goals. Students really benefit from individualized teaching sessions. Knowles principles applied cont.

31 5. Adults are practical Through practical learning activities, students move from classroom and textbook mode to hands-on problem solving where they can recognize first hand how what they are learning applies to learning goals. Clearly explain your clinical reasoning when making choices about assessments, interventions and when prioritizing client's clinical needs. Be explicit about how what the student is learning is useful and applicable to the job and client group you are working with. (Knowles,1980 ). Promote active participation by allowing students to try things rather than observe. Provide plenty of practice opportunity in assessment, interviewing, and intervention processes with ample repetition in order to promote development of skill, confidence and competence. Knowles principles applied cont.

32 6. Adult learners like to be respected Respect can be demonstrated to your student by: Taking interest Acknowledging the wealth of experiences that the student brings to the class Regarding them as a colleague who is equal in life experience Encouraging expression of ideas, reasoning and feedback at every opportunity. (Knowles,1980 ). Knowles principles applied cont.

33 Lean On Me A good messagemessageMotivational song


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