This document outlines a three-phase process for designing adult education instruction. Phase 1 focuses on self-assessment, acquiring content knowledge on the topic, and learning about adult learners. Phase 2 is developing learning goals, objectives, activities, and evaluations. Phase 3 involves reflective writing on the entire process. The document provides guidelines for each phase, including developing goals and objectives, choosing appropriate learning activities, and designing assessments and evaluations. Learners will develop, present, and submit a full curriculum following this three-phase process.

1. Designing Instruction - Phases 1, 2, & 3
Submitted by Dr. Pamela Hampton-Garland
A work by Michael Galbraith Adult Learning Methods: A Guide for Effective Instruction
3rd Edition

2. Note that this is an ongoing Phase and involves all parties to the learning environment
and involves a continuous process of evaluation.
Phase One Assessment - Enhancing Self-Awareness focuses on YOU – ADED 525 Learner
1. Here, you should show all outcomes of your assessments and a brief explanation of each,
as you understand them per the evaluator:
2. DiSC Assessment – What were your results and what do they mean for you as an Adult
Educator
3. Gallup Strengths – Top 5 – How do they define you as a functioning gift to society
4. PAEI – Philosophy - What does your Philosophy tell you about how you perceive adult
learners – HERE YOU WILL WRITE YOUR TEACHING PHILOSOPHY – to be discussed
next class
5. PALS – Learning Style – Are learner or teacher centered and what does that mean for you
in an Adult learning environment
6. Kolb’s Learning Assessment – Complete Now by Following this Link: Kolb’s Learning
Assessment – Outcomes – Your best learning approaches and how you will help your
learners understand theirs.
7. VARK – Your Learning Style – Examples and how you will embed all styles to help
learners succeed although you may be most comfortable with a single style.
8. Learning Plan – Why does all of this matter in this class

3. Note that this is an ongoing Phase and involves all parties to the learning
environment and involves a continuous process of evaluation.
Phase One Assessment – Acquiring Content Knowledge on Your Topic –
ADED 525 Learner
1. Here, you will reveal, how you are acquiring the content knowledge to
facilitate/write your specific workshop/curriculum
2. Your workshop/curriculum will include information that you will
acquire from a multiplicity of resources. This is where you will list them
using APA format.
3. This phase requires a minimum of 10 written resources – Any 10
Resources – more are fine
4. Additionally, you will want to include other materials such as
technology, chart paper, etc.
5. Follow the APA guidelines for references

4. Phase One – Learning About Adult Learners
Note that this is an ongoing Phase and involves all parties to the learning
environment and involves a continuous process of evaluation.
Phase One Assessment – Learning About Adult Learners – ADED 525
Learner
1. Here, you will identify who your learners will be for this
workshop/curriculum.
2. You must consider cultural, social, economic, academic, regional, and
other variables including age, gender, race, and ethnicity.
3. You will need to know how you will facilitate your curriculum to your
specified audience and how you will measure their learning; who will
this curriculum be for?
4. You will need to know their learning preferences and best approaches to
learning, how will you determine this?

5. Phase One –Note that this is an ongoing Phase and involves all parties
to the learning environment and involves a continuous process of
evaluation.
Phase One Assessment – Understanding the Learning Context – ADED 525
Learner
1. Here, you will decide what environment your workshop/curriculum will
be facilitated in.
2. You must consider cultural, social, economic, academic, regional, and
other variables including age, gender, race, and ethnicity.
3. You will decide location, set-up of space, how many seats will be
permitted
4. What tool, technologies, access, resources you will need and how they
will be used.
5. You will need to have a back-up plan if something preferred is not
available.

6. Developing Learning Goals and Objectives
Learning Goals v. Learning Objectives (2 Goals and 5 Objectives are
Required)
• Learning Goals are your end goal – When it is all over what will you
want your participants to walk away mastering?
• Ex. Goal is that learners will master understanding and
appreciating their uniqueness at the end of the semester
• Learning Objectives are how you will get them there: each objective
should be considered a step on the path to reaching the goal
• Ex. Objective 1: Complete a variety of self-awareness
assessments and implement them into their learning outcomes
(different from goals and objectives)

7. Developing Learning Activities
Learning Activities are those
• visual,
• auditory,
• written/reading and,
• kinesthetic experiences that learners will engage in that develop
meaningful learning and lifetime transformations.
• Activities may include – All tools and resources that help learners
master material i.e. group activities, scavenger hunts, writing
activities, reading activities, reflective activities, discussion,
lectures, symposiums, conferences, etc. (be creative with your
activities).
• Consider the Levels of Learner Involvement you desire as you choose
your activities (pg. 109)

8. Phase Two Assessment – Developing Learning Evaluations
1. Learning Evaluations: Evaluations are critical for all learning
experiences.
• Evaluations v. Assessments
• Evaluations support learners from the beginning of an encounter
through completion; they are continuous and vary
• Evaluations measure different capacities and are usually
unannounced but noted
ex. learner arrives late on Monday’s and Friday’s; Learner is a
really positive person, etc.
• Assessments Measure specific objectives and progression
throughout the program – typically a program has pre and post
assessments to measure changes in knowledge or form.
2. You are required to have Assessments and discuss evaluations that
would be used in the longer workshop.

9. OUTCOMESOFINSTRUCTION
LOW MEDIUM HIGH
COGNITIVE
(Problem Solving)
Demonstration
Debate
Television
Panel
Interview
Role Play/Simulation
Case Study
In-Basket Exercise
Computer Aided
Instruction
Group Discussion
COGNITIVE
(Information
Acquisition)
Lecture
Exhibit
Television
Panel
Interview
Field Trip
Computer Aided
Instruction
AFFECTIVE Lecture
Exhibit
Demonstration
Television
Panel
Interview
Debate
Computer - Aided
- Instruction
Case Study
Simulation
Role Play
Group Discussion
PSYCHOMOTOR Demonstration Demonstration with Practice

10. INTSTRUCTIONAL PLANNING GUIDE
Title ______________________________________________________ Page___ of ___
Instructor __________________________________ Date ____/____/______ Time __:____
Goals Objectives Methods Evaluatio
n
Time Materials
& Media
Facilities Notes
Must accompany your reflection

11. Phase Three: Reflective writing is challenging for learners as it requires a
level of honesty with oneself that is often left to the conscious. This phase of
the process is a large part of your grade and will be read with scrutiny
after you have presented your workshop.
You will write a Reflective essay – No Page Limits – No Format
Requirements – But it must reflect your efforts on this project, and it must
correspond to the work you demonstrate in your presentation and in your
written curriculum.
This is a subjective assignment that will be scrutinized with the totality of
your project in mind. Therefore, be transparent and honest. It is not the
only part of your grade, thus be sure that all components are thoroughly
and thoughtfully completed.

12. Guidelines
• Must be Bound
• No Late Presentations
• Presentations are 30 – Minutes and Must Follow Rubric
• Must include all parts of all 3 phases
• Actual Workshop Must be broken into Minutes/activity
• Objectives and Goals Must Follow the Guidelines Stated in the Phases
• Materials Must be Clearly Listed (Requests for Technology or other tools
Must Be in Advance)
• References Must be in APA format
• Assessments Must Measure What You are Facilitating
• Reflective Essay Must Be Included at the End
• All Materials Are Due Immediately After Presentation