This document discusses different instructional approaches for adult learners. Traditional instruction focuses on mastering content with less emphasis on skills development, using teacher-centric methods like lectures. Experiential learning is inductive, learner-centered and activity-oriented, emphasizing the learning process. Non-traditional instruction uses indirect, student-oriented approaches that are more self-directed with less emphasis on facts and more on creativity. Andragogical principles for adult learners include making the learning self-directed and relevant to their experiences. A variety of instructional methods can effectively support adult learners, including problem-solving, critical thinking, case studies and concept mapping.

1. Adult LearningTransactions
Team D: April Jackson, Jeanifer Ramos,Tabatha Spears
5/29/2017 Emily Christiansen AET/500
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2. Adult
Learning
Transactions
 Teaching is the process of attending to people’s needs,
experiences and feelings, and making specific interventions to
help them learn particular things.
 Interventions commonly take the form of questioning, listening,
giving information, explaining some phenomenon, demonstrating
a skill or process, testing understanding and capacity, and
facilitating learning activities (such as note taking, discussion,
assignment writing, simulations and practice) (what is teaching? a definition
and discussion, n.d.)
 Some teachers use traditional or non traditional instructional
approaches to help facilitate the learning process.
 This presentation will discuss
 Description of model
 Application use
 Andragogical principals are employed
 Characteristics/ learning styles
 Support Services
 Reflection of critical thinking skills/ reflection learning

3. Traditional
Instructional
Approach
 What is a traditional approach
 The traditional approach is mainly the focus on mastering
content, with less emphasis on the development of skills and the
nurturing of inquiring attitudes. Traditional classrooms tend to be
closed systems where information is filtered through layers to
students (Concept of classroom, n.d.).

4. Application of
traditional
instructional
approach
 Research-Based Learning distinguishes itself
from other forms of learning in that
 Learners should – individually or collaboratively
as part of a larger project – experience, shape
and reflect on research as a process
 Learners must be actively involved in shaping
every phase of the research process – from the
development of the research question(s) and
hypotheses to the testing and presentation of
the results
 The research project must be aimed at
generating insights of interest to third parties
Teacher-centric
classrooms
• Teachers in the
mode of knowledge
dispensers rather
than facilitators
• Chalk and talk
methods
• Regimented
classrooms

5. Andragogical
principals
employed
Characteristics/ learning style
 Visual learners prefer seeing what they are learning.
 Auditory learners prefer to hear the message or instruction
being given.
 Kinesthetic learners want to sense the position and
movement of the skill or task (Sally S Russell, n.d.)
Support Services
 Library
Tutoring
School Labs
Career Counseling
 Adult learners need to
know why they are
learning a specific
content.
 Adult learners past
experience help to
understand content
better
 Self directed learning is
used, adult learners are
responsible for planning,
implementing and
evaluating learning
activities.

6. Experiential
Learning
 Experiential learning is inductive, learner centered, and activity
oriented. The emphasis in experiential learning is on the process
of learning and not on the product ("Experiential Learning
(kolb)", 2005 - 2017).

7. Application of
experiential
learning
instructional
approach

8. Andragogical
principals
employed
- personal
involvement
- self-initiated
 Characteristics/ learning style
 Assimilators learn better when presented with sound logical
theories to consider
 Convergers learn better when provided with practical applications
of concepts and theories
 Accommodators learn better when provided with “hands-on”
experiences
 Divergers learn better when allowed to observe and accumulate a
wide range of information
 Support Services
 facilitators and providers addresses the needs and wants of the
learner.

9. Non-traditional
instruction

10. Indirect
instruction is
student-oriented
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Roles of Students and Teachers

11. Andrgogical applications
and methods of indirect
instruction
 Adult learners are more self-
directed
 Less emphasis on facts, more
on creativity
 Beneficial to quieter/less
interactive students
 Life-long benefits of
instructional applications
 Make inquiries
 Problem-solving
 Critical thinking
 Testing hypothesis
 Case studies
 Concept mapping
 Reading for meaning
Androgogy in Effect Application methods

12. Advantages of Indirect Instruction

13. References
Concept of classroom. (n.d.). Retrieved from Wnet Education: www.thirteen.org
Sally S Russell, M. C. (n.d.). An overview of adult learning process. Retrieved from Medscape: www.medscape.com
what is teaching? a definition and discussion. (n.d.). Retrieved from Infed: www.infed.org
Experiential Learning (Kolb). (2005 - 2017). Retrieved from https://www.learning-theories.com/experiential-learning-kolb.html
Instructional Methods and Strategies. Retrieved from http://ae.gov.sk.ca/evergreen/lifeworkstudies/part4/portion03.shtml
What is Indirect Instruction. Retrieved from https://eme2040fa12group2.wikispaces.com/Indirect+Instruction