Running head: Instructional Plan for Adult Learners

Instructional Plan for Adult Learners Adrienne Santiago EDU362 Beth Calvano November 25, 2013

Instructional Plan for Adult Learners

Instructional Plan for Adult Learners Adults learn everywhere-in the workplace, at home, in their community. They do so to function effectively in the changing world around them (Taylor, K., Marienau, C., & Fiddler, M. (2000). When delivering instruction to the adult learner, you must also consider the learning

style and needs of the adult. Learning theories help us to identify and meet these needs. Adult learners return to school as they are looking for a change in their workplace, advance education, or simple personal growth. To assist with this transformation, we must create a classroom setting where learning in which adults construct or reconstruct meaning (Taylor, Marienau, & Fiddler, 2000). Social and cultural components are also a factor to consider when delivering adult education. Taking all of these factors into educating adults, adult learners have specific characteristics and require a strategic plan when delivering instruction. The setting for this training plan is vocational training institution. Vocational teaching and learning must be characterized by a clear line of sight to work so that vocational learners can see why they are learning what they are learning (WILLIAMS, J. (2013). In the vocational education setting, the adult learner is focused on the training that will result in employment. This training may be towards advancement in their current career, or a different career path. In this setting, the adult learners are also focused on their immediate goals. They want to see immediate feedback and results from their training. There are many benefits to enrolling in a training program at a vocational college. Vocational training provides a learning delivery model focused on specific training that will allow the adult learner to quickly enter the workforce and provide a learning environment that is heavily centered on learning activities (specifically hands on skills). The challenged of this educational setting is the experiences the adult learner brings to this environment. Unlike the primary and secondary education levels where more of the learning

Instructional Plan for Adult Learners

experiences are new to the student, adults come with learning experiences, good and bad, that may make learning new experiences challenging. In addition, the adult learner needs to find meaning in the instruction provided. The instructional material must be presented in such a way so that the adult learner can make meaningful connections. The delivery model for the learning environment will be the traditional classroom and laboratory setting. Adult learners attending a vocational training program are expecting to learn skills and knowledge related to a trade. Bringing in the industry standards for each training program is very important to encourage engagement and help the learner understand all aspects of the vocation. To accomplish this task, the vocational campuses will bring in the employers to help develop curriculum, determine the laboratory activities to build the skills they need the student to have for placement in field. Employers are not just customers of vocational teaching and learning, but are engaged at every level helping to create and deliver excellent vocational programs (WILLIAMS, J. (2013). Developing a relationship with the community employers and including them in the training process will encourage the adult learner in achieving their goals. While the traditional classroom will be the setting, When trying to develop higher-level cognitive skills, adult learners need to go beyond the traditional classroom learning model of lecture and reading (Robinson, C. (2009). This learning environment will not be simply lecture and reading. The adult learner needs to be engaged in the learning process and active in the learning itself. This learners need to understand the entire transition that needs to occur in achieving the learning objectives set for them in their training programs. After deciding on the setting for the vocational training, educators need to consider the various learning theories that can be applied to the adult learner. While many learning theories have been explored, Merriam and Caffarella provide five organizations of

Instructional Plan for Adult Learners

learning theories to support the developmental outcomes (Taylor, K., Marienau, C., & Fiddler, M. (2000) of our adult learners. The learning theory that will be applied to this training plan is constructivism. The constructivist learning theory focuses on what is happening inside the learner and on preexisting mental models as the affect the possibility of new learning ((Taylor, K., Marienau, C., & Fiddler, M. (2000). It is important to understand, many adult learners come to us with preexisting experiences in learning. Many times, we hear comments I was never good at math, so why would I be now. Constructivism is centered on the principle that an individual constructs his own understanding of the world he lives in by reflecting on his experiences ((Brown, A., & Green, T. D. (2006). As educators, we can use the experiences of the adult learner to build new knowledge and skills. This training plan will use methods such as open discussion questions, group collaborations to draw out these experiences and help the adult learner connect them to new learning experience that meets the learning outcomes of the course. These learners do not want to listen to lecture but they want to participate in the learning activities using their existing experiences, share experiences, build, and learn new learning experiences from the educator and their peers. Within this training plan, educators will be the facilitator in the classroom directing preexisting knowledge and experiences into new learning experiences creating meaning for the adult learner. Technology has a role in instructional process for it can serve as a means for supporting and enhancing instruction (Imel, S., & ERIC Clearinghouse on Adult, C. H. (1999). Todays adult learners also understand technology is a great part of our day-to-day lives. Many adult learners are afraid of the new technology and may be challenged to adapt to technology both in the classroom and in the workplace. Adult learns may be attending a vocational training to learn the technology that may be needed to advance their career. Technology will be included in this

Instructional Plan for Adult Learners

training plan as it is introduced in the industry. The vocational setting needs to be up to date with the latest technology that will be used in the industry. That will be an expectation from both the learner and the employer. Without the use of technology in the classroom, the learners opportunity for employment in field may be decreased. The training plan will include a basics in computer literacy so that they adult learner can communicate through email and demonstrate basic electronic communication skills. While learning outcomes will be established, it is important to recognize, Technology cannot teach these learning outcomes. Technology in the vocational setting will be used to supplement the learning outcomes. The role of the teacher has changed. The article states that teachers become mentors, facilitators, (Imel, S., & ERIC Clearinghouse on Adult, C. H. (1999). The teachers can focus on the learning going on in the classroom and are no long the subject experts (Imel, S., & ERIC Clearinghouse on Adult, C. H. (1999), but through the use of technology can help students instantly connect to the world around them. Technology used in this training plan will not replace teachers but allowed teacher to take a more vital role in the learning environment. The learning strategy we will be using in this training plan is dialogical process. Through this process, the educators engage in active learning by engaging the adult learner through discussions, questions, and dialog. Adults are more likely to learn if they are actively involved in determining what, how, and when they learn. There is a higher level of motivation to stick with self-directed studies (Robinson, C. (2009). Adult learners bring experience into the classroom setting. They want to share those experiences, learn from the experiences of their peers, and evaluate their experiences against new experiences learned in the classroom environment. Using questions to open dialog uses what the adult learner already knows, and engages them to apply their knowledge to the learning topics discussed in the classroom.

Instructional Plan for Adult Learners

Opening lectures with have you ever experienced , Who here knows about, or what did you think about, allows the adult learner to share their experiences and critically evaluate the discussion going on in the classroom. The instructor facilitates the discussion directing the dialog towards the learning plan goals and objectives. After taking things apart in analysis, synthesis focuses on the ability "to put parts together to form a new whole." It involves using old ideas to create new ones and stresses creative behaviors (Robinson, C. (2009). Through this process, the educator will conclude the discussion asking the learners to evaluate their original opinions, comments, or statements check to see if they still feel the same way after the discussion. Adult learners are then putting together ideas, some of their own, and some from their peers to create new learning experience. Learning goals will be included in this training plan in order to organize topic for subordinate instructional objectives (Brown & Green, 2011, p. 90). Goals are general statement made that must follow with specific learning outcomes as to how the student will reach those goals. Setting goals will determine the learning outcomes, which are specifically what you expect the student will master upon completion of the lesson. In addition, the use of Blooms Taxonomy will be used to help develop learning outcomes for lessons or courses that will include the learning domains such as Cognitive, Affective, Psychomotor, and the varied levels of thinking from a lower level to a higher level. The revised taxonomy Anderson and Krathwohl (2001), will be used including knowledge, comprehension, application, analysis, evaluation, and synthesis. Specific learning goals will be included in the training plan outlined as outcomes the student will be able to The taxonomy can help in designing a sequence of experiences

Instructional Plan for Adult Learners

Intended to result in the desired level of learning. (Robinson, C. (2009). The specific learning outcomes will be measureable and assessable, as the adult learner will need to understand and see the specific goals to achieve. The assessments design into the curriculum and training plan will be directly related to the learning outcomes. All learning experiences included in the curriculum will be assessable and directly related to the learning outcomes. Assessments can be either formative, meaning the students are constantly monitored and provided with constant feedback as to how they are moving toward achieving the learning outcomes. These assessments will be conducted using a variety of assignments, in class projects or simple quizzes to test understanding of concepts, and collaborative group work. Summative assessments will be conducted at the end of a lesson or course to assess if the goals and learning outcomes have been achieved in the form of final exams, mid-term exams, and final projects. The learner will need to demonstrate they have in fact achieved the learning outcomes. Cultural values and beliefs will be taking into consideration throughout this training plan. The best thinking is integrated with emotions (Jenson, 2008). Students will have both positive and negative emotions expressed in the learning environment. Adult learners bring life experience to the classroom that will not be ignored. Khariudin conducted a study where student where given information with positive words and pictures, and negative words and pictures. In this case, participants had an advantage for words over pictures only when these were presented with positive emotions, not with negative ones (Khariudin, 2012). As educators, we need to create a positive environment encouraging learners. This may be challenging when dealing with adult students who bring extreme emotions towards learning. By providing a positive learning environment that is individualized, supportive, and recognizing feelings and emotions of the

Instructional Plan for Adult Learners

learners, we can provide a positive outlet that may enhance learning. The role of emotions is important in learning. How students perceive learning based on their emotions affects cognition. Getting students excited about learning will help them activate their long-term memory. We will accomplish this throughout the training plan by engaging the students emotions in the learning process. The intention will not be to disregard or change the adult learners experiences, beliefs, or culture, but use those experiences in the classroom encouraging the adult learner to critically consider the beliefs, culture and experiences of their peers and evaluate their own. This training plan incorporates the key components to creating a successful course or training program for the adult learner in the vocational setting. The vocational college setting will provide the hands on training, supported by the employers, model the work environment, as expected by the adult learner. The learning strategies will incorporate the experiences of the adult learner engaging them through open dialog allowing the adult learner to exchange experience they bring to the classroom and create new learning experiences. The curriculum will include assessments that are directly measured against the learning outcomes providing the constant feedback and support expected from the adult learner. Finally, the adult learner will arrive to the classroom setting with beliefs, ideas, and personal cultures that will be used in the classroom setting to encourage personal growth and development.

Instructional Plan for Adult Learners

Reference Brown, A., & Green, T. D. (2006). The essentials of instructional design: connecting fundamental principles with process and practice. Upper Saddle River, N.J.: Pearson/Merrill Prentice Hall. Imel, S., & ERIC Clearinghouse on Adult, C. H. (1999). Using Technologies Effectively in Adult and Vocational Education. Practice Application Brief No. 2. Jensen, E. (2008). Brain-based learning: the new paradigm of teaching (2nd ed.). Thousand Oaks, CA.: Corwin Press. Khairudin, R. R., Valipour, G. M., Nasir, R. R., & Zainah, A. Z. (2012). Emotions as Intermediaries for Implicit Memory Retrieval Processing: Evidence Using Word and Picture Stimuli. Asian Social Science, 8(10), 58-67. doi:10.5539/ass.v8n10p58 Taylor, K., Marienau, C., & Fiddler, M. (2000). Developing adult learners: strategies for teachers and trainers. San Francisco: Jossey-Bass. Robinson, C. (2009). Lessons on Learning. Journal For Quality & Participation, 32(1), 25-27.
WILLIAMS, J. (2013). An agenda for action on vocational learning. Adults Learning, 24(3), 12-13.