Creating a ‘Climate of Adultness’  in the CE Classroom <ul><li>Presenter: Floretta Bush, PhD </li></ul><ul><li>Community C...
Webinar Expectations <ul><li>To develop a better understanding adult learners </li></ul><ul><li>To consider ways to enhanc...
Polling Question # 1 <ul><li>What is your  primar y instructional responsibility? </li></ul><ul><ul><li>Instruction </li><...
Understanding Adult Learners <ul><li>Self-directed </li></ul><ul><ul><li>Need to be active participants in their learning ...
Understanding Adult Learners (Adapted from Edmunds, Murray & Seymour, 1999) Children Adults Rely on others to decide what ...
Understanding Adult Learners <ul><li>Adults are diverse. </li></ul><ul><li>Adults are goal-oriented. </li></ul><ul><li>Adu...
Responding to Adult Learner Needs <ul><ul><li>The Instructor </li></ul></ul><ul><ul><ul><li>Facilitates the process </li><...
Polling Question # 2 <ul><ul><li>Does your CE organization conduct an orientation or in-service for its instructors? </li>...
Instructor Response <ul><ul><ul><li>Be prepared for class. </li></ul></ul></ul><ul><ul><ul><li>Arrive to class early. </li...
Instructor Response Student Enrollment Form Name of Course:  Intro to Excel   Instructor’s Name:  Excelsior Excellando Stu...
Instructor Response <ul><ul><ul><li>Use auditory, visual and tactile training methods. </li></ul></ul></ul><ul><ul><ul><li...
Remember CPR (Pike, 1989) C ontent R eview/ R einforce P articipation
Curriculum Developer Response <ul><ul><ul><li>Define goals and objectives. </li></ul></ul></ul><ul><ul><ul><li>State cours...
Administrative Response <ul><ul><ul><li>Enroll in a CE class and reflect on that  </li></ul></ul></ul><ul><ul><ul><li>Expe...
Connecting Course Evaluations  with Adult Learner Needs You can’t fatten a pig by weighing it. Data  don’t  drive. You don...
Polling Question # 4: Course Evaluations <ul><ul><li>What percentage of your course evaluations  </li></ul></ul><ul><ul><l...
Connecting Course Evaluations  with Adult Learner Needs <ul><li>Instructor-based Questions </li></ul><ul><ul><li>The instr...
Connecting Course Evaluations  with Adult Learner Needs <ul><li>The Course </li></ul><ul><ul><li>The course description wa...
Connecting Course Evaluations  with Adult Learner Needs <ul><li>Facilities </li></ul><ul><ul><li>I felt physically comfort...
Connecting Course Evaluations  with Adult Learner Needs <ul><li>Questions best left for another time </li></ul><ul><ul><li...
A Tale of Two Classes <ul><li>Traditional Computer Course </li></ul><ul><li>Instructor was late to class </li></ul><ul><li...
A Tale of Two Classes <ul><li>Online Computer Course </li></ul><ul><li>Instructor provided full introduction of himself </...
You Decide <ul><li>Will you work to assure that your  </li></ul><ul><li>adult learners get the most out of their continuin...
You Decide <ul><li>Or will your adult learners just be  </li></ul><ul><li>“ butts in seats?” </li></ul>
<ul><li>Community College Retention Strategies </li></ul><ul><li>fbush@ccretention.com  </li></ul><ul><li>832.647.3669 </l...
Upcoming SlideShare
Loading in …5
×

NCCET Webinar - Creating a Climate of Adultness in the CE Classroom

588
-1

Published on

Adult learners, whether in credit or continuing education classes, are in a class of their own. Because they engage in learning within the context of their life experiences, they have unique needs and expectations, including having an active role in their education.

Published in: Education
0 Comments
2 Likes
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total Views
588
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
0
Comments
0
Likes
2
Embeds 0
No embeds

No notes for slide

NCCET Webinar - Creating a Climate of Adultness in the CE Classroom

  1. 1. Creating a ‘Climate of Adultness’ in the CE Classroom <ul><li>Presenter: Floretta Bush, PhD </li></ul><ul><li>Community College Retention Strategies </li></ul><ul><li>[email_address] </li></ul><ul><li>May 11, 2011 </li></ul>
  2. 2. Webinar Expectations <ul><li>To develop a better understanding adult learners </li></ul><ul><li>To consider ways to enhance the adult learner experience in the CE classroom </li></ul><ul><li>To reflect on whether adult learner needs and expectations are being met </li></ul>
  3. 3. Polling Question # 1 <ul><li>What is your primar y instructional responsibility? </li></ul><ul><ul><li>Instruction </li></ul></ul><ul><ul><li>Curriculum Development </li></ul></ul><ul><ul><li>Administrator </li></ul></ul><ul><ul><li>None of the Above </li></ul></ul>
  4. 4. Understanding Adult Learners <ul><li>Self-directed </li></ul><ul><ul><li>Need to be active participants in their learning </li></ul></ul><ul><li>Experienced </li></ul><ul><ul><li>Bring wealth of knowledge into the classroom </li></ul></ul><ul><ul><li>Relate new knowledge with existing knowledge </li></ul></ul><ul><ul><li>Have established values, beliefs and opinions </li></ul></ul><ul><li>Problem-centered orientation to learning </li></ul><ul><ul><li>Need to know why the knowledge is important </li></ul></ul><ul><ul><li>Want to apply knowledge immediately </li></ul></ul>
  5. 5. Understanding Adult Learners (Adapted from Edmunds, Murray & Seymour, 1999) Children Adults Rely on others to decide what should be learned Decide for themselves what should be learned ( self-directed) Accept information at face value Validate information based on beliefs and values ( experience, self-directed ) Expect to use knowledge in future Expect learning to be immediately useful ( problem-centered ) “ Blank slates” Experienced ( experience ) Limited ability to be a class resource May represent a significant resource ( experience, problem-centered )
  6. 6. Understanding Adult Learners <ul><li>Adults are diverse. </li></ul><ul><li>Adults are goal-oriented. </li></ul><ul><li>Adults are busy. </li></ul><ul><li>Adults have pride; they expect and demand respect. </li></ul><ul><li>Their style and pace of learning have changed. </li></ul><ul><li>Adults have bodies influenced by gravity. </li></ul><ul><li>Most adult learning is voluntary. </li></ul><ul><li>They want their money’s worth! </li></ul>
  7. 7. Responding to Adult Learner Needs <ul><ul><li>The Instructor </li></ul></ul><ul><ul><ul><li>Facilitates the process </li></ul></ul></ul><ul><ul><li>The Curriculum Developer </li></ul></ul><ul><ul><ul><li>Assures appropriate content </li></ul></ul></ul><ul><ul><li>The Administrator </li></ul></ul><ul><ul><ul><li>Orchestrates the event </li></ul></ul></ul>
  8. 8. Polling Question # 2 <ul><ul><li>Does your CE organization conduct an orientation or in-service for its instructors? </li></ul></ul><ul><ul><ul><li>Yes </li></ul></ul></ul><ul><ul><ul><li>No </li></ul></ul></ul><ul><ul><ul><li>No, but we have thought about it </li></ul></ul></ul>
  9. 9. Instructor Response <ul><ul><ul><li>Be prepared for class. </li></ul></ul></ul><ul><ul><ul><li>Arrive to class early. </li></ul></ul></ul><ul><ul><ul><li>Bring extra sets of materials to class. </li></ul></ul></ul><ul><ul><ul><li>Set ground rules. </li></ul></ul></ul><ul><ul><ul><li>Classify and define goals and objectives </li></ul></ul></ul><ul><ul><ul><ul><li>from the very beginning of the class. </li></ul></ul></ul></ul><ul><ul><ul><li>Be ‘in control of’ class, not ‘better than’ students </li></ul></ul></ul><ul><ul><ul><li>Be enthusiastic! </li></ul></ul></ul><ul><ul><ul><li>Find out what students are “packing.” </li></ul></ul></ul>
  10. 10. Instructor Response Student Enrollment Form Name of Course: Intro to Excel Instructor’s Name: Excelsior Excellando Student Name (what you would like to be called in class):____________________ 1. I enrolled for this course because: a. b. 2. My goals in taking this course are: a. b. 3. My knowledge of the software taught in this course is (circle one): a. I have no background whatsoever. b. I have some understanding, but do not use it regularly. c. I use it regularly, but would like to increase my knowledge.
  11. 11. Instructor Response <ul><ul><ul><li>Use auditory, visual and tactile training methods. </li></ul></ul></ul><ul><ul><ul><li>Make learning participatory. </li></ul></ul></ul><ul><ul><ul><li>Ask students questions. </li></ul></ul></ul><ul><ul><ul><li>Thank students for their responses and questions. </li></ul></ul></ul><ul><ul><ul><li>Emphasize how learning can be applied in a practical setting. </li></ul></ul></ul><ul><ul><ul><li>Summarize frequently to increase retention and recall. </li></ul></ul></ul><ul><ul><ul><li>Provide feedback. </li></ul></ul></ul><ul><ul><ul><li>Plan frequent breaks. </li></ul></ul></ul><ul><ul><ul><li>Provide closure. </li></ul></ul></ul>
  12. 12. Remember CPR (Pike, 1989) C ontent R eview/ R einforce P articipation
  13. 13. Curriculum Developer Response <ul><ul><ul><li>Define goals and objectives. </li></ul></ul></ul><ul><ul><ul><li>State course requirements (i.e., access to </li></ul></ul></ul><ul><ul><ul><li>specific software). </li></ul></ul></ul><ul><ul><ul><li>Clearly articulate skills level requirements and </li></ul></ul></ul><ul><ul><ul><li>assure that the curriculum matches them. </li></ul></ul></ul><ul><ul><ul><li>Be highly selective in assigning resource materials. </li></ul></ul></ul><ul><ul><ul><li>Accommodate different learning styles with a variety of assignments and projects. </li></ul></ul></ul><ul><ul><ul><li>Make sure content matches time allotted. </li></ul></ul></ul><ul><ul><ul><li>Link instruction to real-world application. </li></ul></ul></ul>
  14. 14. Administrative Response <ul><ul><ul><li>Enroll in a CE class and reflect on that </li></ul></ul></ul><ul><ul><ul><li>Experience. </li></ul></ul></ul><ul><ul><ul><li>Market the class accurately. </li></ul></ul></ul><ul><ul><ul><li>Hire the right instructor. </li></ul></ul></ul><ul><ul><ul><li>Prepare your instructor with the proper tools. </li></ul></ul></ul><ul><ul><ul><li>Assure that the learning environment is comfortable. </li></ul></ul></ul><ul><ul><ul><li>Assure that the learning environment is “capable.” </li></ul></ul></ul><ul><ul><ul><li>Treat any and all adult concerns, comments with respect. </li></ul></ul></ul><ul><ul><ul><li>Create evaluations that reflect student needs. </li></ul></ul></ul><ul><ul><ul><li>USE THE DATA. </li></ul></ul></ul>
  15. 15. Connecting Course Evaluations with Adult Learner Needs You can’t fatten a pig by weighing it. Data don’t drive. You don’t win by keeping score.
  16. 16. Polling Question # 4: Course Evaluations <ul><ul><li>What percentage of your course evaluations </li></ul></ul><ul><ul><li>are reviewed? </li></ul></ul><ul><ul><ul><li>Most to all </li></ul></ul></ul><ul><ul><ul><li>Roughly half </li></ul></ul></ul><ul><ul><ul><li>Fewer than half </li></ul></ul></ul><ul><ul><ul><li>They are reviewed only when circumstances dictate </li></ul></ul></ul>
  17. 17. Connecting Course Evaluations with Adult Learner Needs <ul><li>Instructor-based Questions </li></ul><ul><ul><li>The instructor explained the course objectives clearly. </li></ul></ul><ul><ul><li>The instructor was prepared for class and presented information in an organized manner. </li></ul></ul><ul><ul><li>The instructor provided clear directions for assignments and activities. </li></ul></ul><ul><ul><li>The instructor created an environment of mutual respect for all students. </li></ul></ul><ul><ul><li>The instructor linked course material to </li></ul></ul><ul><ul><li>real-life applications. </li></ul></ul>
  18. 18. Connecting Course Evaluations with Adult Learner Needs <ul><li>The Course </li></ul><ul><ul><li>The course description was accurate. </li></ul></ul><ul><ul><li>Materials were clear, helpful, and effective. </li></ul></ul><ul><ul><li>The course length was adequate. </li></ul></ul><ul><ul><li>My expectations for the course were met. </li></ul></ul><ul><ul><li>I will use the information I learned in this class. </li></ul></ul>
  19. 19. Connecting Course Evaluations with Adult Learner Needs <ul><li>Facilities </li></ul><ul><ul><li>I felt physically comfortable in the classroom. </li></ul></ul><ul><ul><li>The location of the classroom was acceptable. </li></ul></ul><ul><ul><li>Instructional equipment (computers, etc.) was adequate. </li></ul></ul>
  20. 20. Connecting Course Evaluations with Adult Learner Needs <ul><li>Questions best left for another time </li></ul><ul><ul><li>How student heard about the course </li></ul></ul><ul><ul><li>Student’s email for purposes of sending promotional materials </li></ul></ul><ul><ul><li>Whether the registration staff were helpful </li></ul></ul><ul><ul><li>Reason student enrolled in the course </li></ul></ul><ul><li>Question best left unasked </li></ul><ul><ul><li>Whether the course was worth the cost </li></ul></ul>
  21. 21. A Tale of Two Classes <ul><li>Traditional Computer Course </li></ul><ul><li>Instructor was late to class </li></ul><ul><li>Identified herself by first name only </li></ul><ul><li>Did not go over course objectives </li></ul><ul><li>Read directly from the workbook </li></ul><ul><li>Did not have enough sets of course materials </li></ul><ul><li>Ended class early </li></ul><ul><li>Often stated that she “confused herself” </li></ul><ul><li>Classroom was small and crowded; screen not </li></ul><ul><li>easily visible </li></ul><ul><li>Course description was misleading </li></ul>
  22. 22. A Tale of Two Classes <ul><li>Online Computer Course </li></ul><ul><li>Instructor provided full introduction of himself </li></ul><ul><li>Course objectives were stated </li></ul><ul><li>Course syllabus was provided </li></ul><ul><li>Course requirements were listed </li></ul><ul><li>Each lesson was introduced prior to its commencement and summarized upon its completion </li></ul><ul><li>Questions were answered quickly, students were thanked for asking and praised for their insights </li></ul><ul><li>Quizzes were provided after </li></ul><ul><li>every lesson </li></ul>
  23. 23. You Decide <ul><li>Will you work to assure that your </li></ul><ul><li>adult learners get the most out of their continuing education learning experience? </li></ul>
  24. 24. You Decide <ul><li>Or will your adult learners just be </li></ul><ul><li>“ butts in seats?” </li></ul>
  25. 25. <ul><li>Community College Retention Strategies </li></ul><ul><li>fbush@ccretention.com </li></ul><ul><li>832.647.3669 </li></ul>

×