This document discusses several common barriers that adult learners face when returning to school or participating in workplace training. It identifies attitudinal barriers like low self-confidence and fear of failure that can stem from past negative experiences. It also examines timing and financial barriers related to balancing work, family responsibilities, and school. Additionally, the document looks at barriers faced by students with exceptional needs, using the case of a student with auditory processing issues. It provides suggestions for educators to alleviate these barriers by applying theories like Knowles' principles of adult learning and Maslow's hierarchy of needs.
This document discusses barriers to adult learning through a case study format. It identifies common barriers such as attitudinal barriers, time and financial barriers, education barriers, and institutional barriers. It provides strategies that educators can use to help adult students overcome these barriers, including creating a safe learning environment, acknowledging prior experiences, linking material to student goals, and providing support and feedback. The document applies Knowles' principles of adult learning and Maslow's hierarchy of needs to recommend specific educator strategies.
Being a Teacher: Section Three - Teaching as a professionSaide OER Africa
Being a Teacher: Professional Challenges and Choices. Being a Teacher: Section Three, Teaching as a profession. The meaning and implications of teachers’ professional responsibilities are developed and extended through comparison with other professions.
At the end of Section Two, we posed a challenge, asking you how you could become ‘part of the solution’ in our current teaching context, and what you could do to empower learners to face their own challenges in the future.
Being a Teacher: Section One - Introducing the moduleSaide OER Africa
This document introduces a module about being a teacher in South Africa. It discusses the challenges teachers face in the country's education system and the need to transform teaching practices. The module is divided into seven sections that each explore a critical question about the teacher's role, such as what it means to be a professional teacher, how teachers can maintain authority, and whether they should focus on imparting knowledge or developing skills. The goal is to help teachers understand their roles better and teach with greater confidence and understanding.
Being a Teacher: Section Seven – Making a differenceSaide OER Africa
Being a Teacher: Professional Challenges and Choices. Section Seven | Making a difference. What essential qualities do teachers (and schools) need in order to ‘make a difference’? This section provides a platform for teacher agency and reflective practice.
When you have completed this section, you should be able to:
demonstrate a significantly richer understanding of the term professionalism in relation to teaching;
recognize the value of adopting a reflective approach to your teaching in collaboration with colleagues;
practise systematic reflective practice in your teaching; and
appreciate the significance of agency and the scope that it creates for teachers in education.
The document outlines the teaching philosophy of an instructor. It discusses that the instructor comes from a family of teachers and has taught in different countries. The instructor believes in a teaching philosophy focused on three key principles: (1) developing students' rhetorical awareness, critical thinking, and ability to transfer writing skills; (2) encouraging students to co-construct knowledge; and (3) recognizing diversity in the classroom. The instructor aims to make writing approaches explicit to students and help them see writing as a social tool that varies by situation. Student preparation and discussion are emphasized, with the teacher serving as a mentor. Feedback, reflection, and student-centered activities are used to develop students' meta-awareness and writing skills. Recognizing
This document discusses common barriers faced by adult learners returning to school or training, including attitudinal barriers. It provides an example of a woman who needs to develop new skills after her job was outsourced. Adult learners may fear failure, criticism from peers, and believe they are too old to learn. Educators can help alleviate these fears by providing a welcoming environment, acknowledging students' experiences, and applying Knowles' principles of andragogy - that adults are internally motivated, bring experience to learning, are goal-oriented, relevancy-oriented and practical. The educator's role is to facilitate student-centered learning and provide regular feedback.
1. The document discusses observations of classroom behaviors and the teacher's strategies to address disruptions. It notes that effective teaching practices can reduce disruptive behaviors.
2. Specific disruptive behaviors observed included students calling out, disturbing others, wandering around, and teasing peers. The teacher addressed these by establishing turn-taking, reminding students to pay attention, giving warnings, and motivating/scolding students.
3. Additional teacher qualities like encouraging questions, relating lessons to life, and giving motivation were seen as effective in handling the class. Students were generally engaged in activities like questioning, note-taking, and group work.
The document discusses different ways of viewing the teaching profession: as a profession, mission, or vocation. It defines each view and what it means to consider teaching from that perspective. Teaching as a profession requires long preparation and commitment to excellence. As a mission, teaching is a task one is entrusted with and must continuously learn for. As a vocation, teaching means answering a call to the career and making a lifelong commitment. The document also outlines the rights and obligations of teachers according to Philippine law.
This document discusses barriers to adult learning through a case study format. It identifies common barriers such as attitudinal barriers, time and financial barriers, education barriers, and institutional barriers. It provides strategies that educators can use to help adult students overcome these barriers, including creating a safe learning environment, acknowledging prior experiences, linking material to student goals, and providing support and feedback. The document applies Knowles' principles of adult learning and Maslow's hierarchy of needs to recommend specific educator strategies.
Being a Teacher: Section Three - Teaching as a professionSaide OER Africa
Being a Teacher: Professional Challenges and Choices. Being a Teacher: Section Three, Teaching as a profession. The meaning and implications of teachers’ professional responsibilities are developed and extended through comparison with other professions.
At the end of Section Two, we posed a challenge, asking you how you could become ‘part of the solution’ in our current teaching context, and what you could do to empower learners to face their own challenges in the future.
Being a Teacher: Section One - Introducing the moduleSaide OER Africa
This document introduces a module about being a teacher in South Africa. It discusses the challenges teachers face in the country's education system and the need to transform teaching practices. The module is divided into seven sections that each explore a critical question about the teacher's role, such as what it means to be a professional teacher, how teachers can maintain authority, and whether they should focus on imparting knowledge or developing skills. The goal is to help teachers understand their roles better and teach with greater confidence and understanding.
Being a Teacher: Section Seven – Making a differenceSaide OER Africa
Being a Teacher: Professional Challenges and Choices. Section Seven | Making a difference. What essential qualities do teachers (and schools) need in order to ‘make a difference’? This section provides a platform for teacher agency and reflective practice.
When you have completed this section, you should be able to:
demonstrate a significantly richer understanding of the term professionalism in relation to teaching;
recognize the value of adopting a reflective approach to your teaching in collaboration with colleagues;
practise systematic reflective practice in your teaching; and
appreciate the significance of agency and the scope that it creates for teachers in education.
The document outlines the teaching philosophy of an instructor. It discusses that the instructor comes from a family of teachers and has taught in different countries. The instructor believes in a teaching philosophy focused on three key principles: (1) developing students' rhetorical awareness, critical thinking, and ability to transfer writing skills; (2) encouraging students to co-construct knowledge; and (3) recognizing diversity in the classroom. The instructor aims to make writing approaches explicit to students and help them see writing as a social tool that varies by situation. Student preparation and discussion are emphasized, with the teacher serving as a mentor. Feedback, reflection, and student-centered activities are used to develop students' meta-awareness and writing skills. Recognizing
This document discusses common barriers faced by adult learners returning to school or training, including attitudinal barriers. It provides an example of a woman who needs to develop new skills after her job was outsourced. Adult learners may fear failure, criticism from peers, and believe they are too old to learn. Educators can help alleviate these fears by providing a welcoming environment, acknowledging students' experiences, and applying Knowles' principles of andragogy - that adults are internally motivated, bring experience to learning, are goal-oriented, relevancy-oriented and practical. The educator's role is to facilitate student-centered learning and provide regular feedback.
1. The document discusses observations of classroom behaviors and the teacher's strategies to address disruptions. It notes that effective teaching practices can reduce disruptive behaviors.
2. Specific disruptive behaviors observed included students calling out, disturbing others, wandering around, and teasing peers. The teacher addressed these by establishing turn-taking, reminding students to pay attention, giving warnings, and motivating/scolding students.
3. Additional teacher qualities like encouraging questions, relating lessons to life, and giving motivation were seen as effective in handling the class. Students were generally engaged in activities like questioning, note-taking, and group work.
The document discusses different ways of viewing the teaching profession: as a profession, mission, or vocation. It defines each view and what it means to consider teaching from that perspective. Teaching as a profession requires long preparation and commitment to excellence. As a mission, teaching is a task one is entrusted with and must continuously learn for. As a vocation, teaching means answering a call to the career and making a lifelong commitment. The document also outlines the rights and obligations of teachers according to Philippine law.
Being a Teacher: Reading 4. Teachers, Moral Agency, and the Reconstruction of...Saide OER Africa
This is the fourth reading for Saide's Education Studies module "Being a Teacher".
Fataar and Patterson’s study looks athow teachers in such schools experience teaching, how they see themselves, and how this influences their practice.
This document discusses models of teaching and their benefits. It describes four families of teaching models: information processing, social, personal, and behavioral. Each family is designed to achieve different purposes and outcomes. Models of teaching provide a framework to guide lesson planning and instruction, promote a common language among teachers and administrators, and help eliminate achievement gaps. They can accelerate learning by tailoring instruction to student needs. Both teachers and students benefit, as models of teaching improve instruction quality and increase student engagement, aptitude, and academic self-esteem. While models do not replace expertise, using a variety when planning lessons can meet diverse learning needs.
This document provides an overview of effective classroom teaching practices based on research. It discusses three perspectives on defining effective teaching and settles on a definition focused on student cognitive and affective development. It then outlines 10 key lessons learned from research on teaching practices and their impact on students. These include that teaching can promote learning, learning is social, students have different learning styles, teaching is multidimensional, and the effectiveness of teaching dimensions varies by student outcome.
Field Study and Pre - Service Teaching Portfolioaleli ariola
This document provides information about Laguna State Polytechnic University, including its vision, mission, goals, and objectives for the Bachelor of Secondary Education program. The university aims to provide advanced education, professional, technological, and vocational instruction. Its mission is to primarily serve the Philippines and global economy. The College of Education is committed to developing students' full potential and equipping them with knowledge, skills, and attitudes for teacher education and related fields to meet changing demands. The Bachelor of Secondary Education program objectives are to produce graduates who can serve as role models, provide a wholesome learning environment, facilitate diverse learning, use various teaching methods and materials, use assessment data to improve plans, and strengthen school-community links.
This document discusses effective teaching approaches and strategies based on research into learning styles and multiple intelligences. It recommends that teachers 1) take account of different learning preferences when planning lessons, 2) teach in a way that matches their own style while also accommodating other styles, and 3) show genuine care and enthusiasm for students. The document provides specific strategies in areas like questioning techniques, group work, use of visuals and peripherals, and circulating to assist students during activities.
This document provides information about an issue of the Inspiring Teachers newsletter from November 2010. It includes articles on classroom management tips, 21st century school leadership qualities, and upcoming education conferences. It also shares feedback from teachers who have adopted techniques from Teacher's Academy workshops, such as using graphic organizers and sharing learning objectives with students. The newsletter aims to drive educational change through excellence in teaching.
Research Proposal: Resolving Conflict Resolution among Co-TeachersJanet Van Heck
This document outlines a proposed research study on conflict resolution in co-teaching relationships. The purpose is to determine if providing in-service training on conflict resolution to co-teachers will help them have more positive attitudes and be better prepared to deal with conflicts. The training would cover co-teaching models, conflict resolution techniques, and creating shared responsibilities through a co-teaching contract. Surveys would be given before and after to measure the effectiveness of the training. The study aims to provide data on improving co-teaching relationships through conflict resolution skills.
The document outlines a lesson plan for a student-led tutorial on the challenges faced by teachers. It includes a proposed schedule with activities like a news report on negative media portrayals of teachers, an outdoor interview exploring the teacher selection process, and a roleplaying activity where students suggest solutions to challenging situations. The goal is to help students relate self-awareness to teaching, explore challenges and ways to overcome them, and understand the attributes of the profession.
This document discusses differentiated instruction in middle school science classrooms. It begins by providing historical context on the transition from one-room schoolhouses to modern grade-level schools with a "one-size-fits-all" approach. It then defines differentiated instruction as designing instruction to meet individual student needs and providing multiple ways for students to learn and demonstrate mastery of content. Specific differentiated instruction strategies mentioned include flexible grouping, anchor activities, and varying instruction by content, process, and product. The document argues that differentiated instruction is effective because it addresses the diverse learning needs, styles, and cultural backgrounds of students in today's classrooms.
Professional education-test-with-rational-answers1 (1)Rennie Boy Rosadia
This document provides sample test items from a professional education test on child and adolescent development, social dimensions of education, principles and strategies of teaching, and applications of different philosophies in education. It includes multiple choice questions from each topic area along with rationales for the answers. It also provides detailed descriptions and comparisons of different educational philosophies and approaches to curriculum development.
Strategies for Reaching Students At-Riskaschoenborn
The document discusses strategies for helping students who are at risk of academic failure. It identifies several criteria for determining which students are at risk, such as low test scores, eligibility for free lunch, or a family history of issues like incarceration or substance abuse. It then provides suggestions for learning strategies and discusses how to motivate at-risk students. The document emphasizes building students' effort, conveying teacher enthusiasm, and engendering hope to motivate struggling learners.
This document summarizes a discussion about collaboration to support all students' needs in a classroom. It notes that the goal is to share collective knowledge about student classes to better meet all students' needs. Key points included that intervention should focus on classroom support through collaborative problem-solving between professionals. The process involves teachers discussing each class's strengths, needs, goals and individual student concerns to develop targeted instruction. Collaboration helps make effective practices more widely available to accomplish extraordinary results for students.
This document outlines an example of a problem-based learning (PBL) presentation on the topic. It begins with an introduction to PBL, noting that it is inquiry-based and begins with an ill-structured problem. It then discusses the key components of a PBL unit, including the roles of the teacher and students and how it assesses learning. Finally, it provides a sample PBL unit based on the novel "Lord of the Flies", walking through understanding the problem, exploring curriculum to develop solutions, and resolving the problem. The presentation promotes PBL as a way to foster life-long learning and good citizenship.
This document provides strategies for creating a student-centered classroom that promotes independence, critical thinking, and collaboration through inquiry-based learning. It suggests having students help establish class rules and participate in decision making. Students should also have ownership over areas of the classroom where they can publicly track their inquiry progress. Routines like daily duties can be taken on by inquiry groups who negotiate responsibilities. The document also outlines techniques for regular plenary sessions where students report back on their inquiry work, like having members of a group take turns sharing updates with the class.
Writing a Successful Teaching Statement (IRACDA Fellows, Fall 2014)Peter Newbury
This document provides guidance on writing a teaching statement. It begins with a discussion of the purpose of a teaching statement and explains that it should demonstrate reflectiveness about teaching, communicate goals and actions, and help the applicant get hired for their desired position. The document then provides tips for writing the teaching statement, such as keeping it brief, using a narrative first-person approach, focusing on specific examples, avoiding jargon, and customizing it for the target department. Key components of an effective teaching statement are also outlined, including conceptualizing learning and teaching, stating goals for students, describing implementation of teaching philosophy, and planning for professional growth.
This is a general presentation on collaboration designed in one of my doctorate courses. I have posted another presentation that is an overview of S'cool Moves that you might enjoy.
The document discusses envisioning the future of learning and education. It reviews various national reviews and their aims around developing learners, individuals, citizens, well-being, engagement, empowerment, autonomy, respect, sustainability, and more. It questions whether the current system frustrates innovation or masks deeper inertia. It considers what learning experiences, curriculum, environments, understandings, and settings children could have to prepare them for the 21st century. It emphasizes looking at the whole child and ethos of learning.
Portfolio/Theory and Practice in Language Teachingargelis24
The document summarizes a class on theories and practices in language teaching. It discusses key topics covered, including approaches, methods, techniques, theories of language teaching, multiple intelligences, communicative competence, and group presentations on different teaching methods. Students analyzed different language teaching approaches and how to apply the theories learned to improve their own teaching practices.
This document discusses common barriers that adult learners face when returning to school or participating in workplace training. It provides the example of a woman named Anita who is over 50 and needs to develop new skills after her job was outsourced. One key barrier adult learners face is attitudinal barriers, as many adults have experienced criticism and failure in their youth that damages their self-confidence. The document outlines ways to alleviate these fears, such as providing a safe environment, discussing prior experiences, and clearly outlining course expectations. It advocates applying Knowles' principles of adult learning, such as acknowledging life experiences, showing relevance to goals, and encouraging active participation. The educator's role is to facilitate learning based on how adults
This document discusses common barriers that adult learners face when returning to school or job training. It provides the example of Anita, a 50-year-old woman whose job is being outsourced and needs to develop new skills. Attitudinal barriers like low self-confidence from past failures can discourage adult learners. The document recommends that educators provide a welcoming environment, help students discuss past experiences, and apply Knowles' principles of andragogy to address adult learners' needs.
Being a Teacher: Reading 4. Teachers, Moral Agency, and the Reconstruction of...Saide OER Africa
This is the fourth reading for Saide's Education Studies module "Being a Teacher".
Fataar and Patterson’s study looks athow teachers in such schools experience teaching, how they see themselves, and how this influences their practice.
This document discusses models of teaching and their benefits. It describes four families of teaching models: information processing, social, personal, and behavioral. Each family is designed to achieve different purposes and outcomes. Models of teaching provide a framework to guide lesson planning and instruction, promote a common language among teachers and administrators, and help eliminate achievement gaps. They can accelerate learning by tailoring instruction to student needs. Both teachers and students benefit, as models of teaching improve instruction quality and increase student engagement, aptitude, and academic self-esteem. While models do not replace expertise, using a variety when planning lessons can meet diverse learning needs.
This document provides an overview of effective classroom teaching practices based on research. It discusses three perspectives on defining effective teaching and settles on a definition focused on student cognitive and affective development. It then outlines 10 key lessons learned from research on teaching practices and their impact on students. These include that teaching can promote learning, learning is social, students have different learning styles, teaching is multidimensional, and the effectiveness of teaching dimensions varies by student outcome.
Field Study and Pre - Service Teaching Portfolioaleli ariola
This document provides information about Laguna State Polytechnic University, including its vision, mission, goals, and objectives for the Bachelor of Secondary Education program. The university aims to provide advanced education, professional, technological, and vocational instruction. Its mission is to primarily serve the Philippines and global economy. The College of Education is committed to developing students' full potential and equipping them with knowledge, skills, and attitudes for teacher education and related fields to meet changing demands. The Bachelor of Secondary Education program objectives are to produce graduates who can serve as role models, provide a wholesome learning environment, facilitate diverse learning, use various teaching methods and materials, use assessment data to improve plans, and strengthen school-community links.
This document discusses effective teaching approaches and strategies based on research into learning styles and multiple intelligences. It recommends that teachers 1) take account of different learning preferences when planning lessons, 2) teach in a way that matches their own style while also accommodating other styles, and 3) show genuine care and enthusiasm for students. The document provides specific strategies in areas like questioning techniques, group work, use of visuals and peripherals, and circulating to assist students during activities.
This document provides information about an issue of the Inspiring Teachers newsletter from November 2010. It includes articles on classroom management tips, 21st century school leadership qualities, and upcoming education conferences. It also shares feedback from teachers who have adopted techniques from Teacher's Academy workshops, such as using graphic organizers and sharing learning objectives with students. The newsletter aims to drive educational change through excellence in teaching.
Research Proposal: Resolving Conflict Resolution among Co-TeachersJanet Van Heck
This document outlines a proposed research study on conflict resolution in co-teaching relationships. The purpose is to determine if providing in-service training on conflict resolution to co-teachers will help them have more positive attitudes and be better prepared to deal with conflicts. The training would cover co-teaching models, conflict resolution techniques, and creating shared responsibilities through a co-teaching contract. Surveys would be given before and after to measure the effectiveness of the training. The study aims to provide data on improving co-teaching relationships through conflict resolution skills.
The document outlines a lesson plan for a student-led tutorial on the challenges faced by teachers. It includes a proposed schedule with activities like a news report on negative media portrayals of teachers, an outdoor interview exploring the teacher selection process, and a roleplaying activity where students suggest solutions to challenging situations. The goal is to help students relate self-awareness to teaching, explore challenges and ways to overcome them, and understand the attributes of the profession.
This document discusses differentiated instruction in middle school science classrooms. It begins by providing historical context on the transition from one-room schoolhouses to modern grade-level schools with a "one-size-fits-all" approach. It then defines differentiated instruction as designing instruction to meet individual student needs and providing multiple ways for students to learn and demonstrate mastery of content. Specific differentiated instruction strategies mentioned include flexible grouping, anchor activities, and varying instruction by content, process, and product. The document argues that differentiated instruction is effective because it addresses the diverse learning needs, styles, and cultural backgrounds of students in today's classrooms.
Professional education-test-with-rational-answers1 (1)Rennie Boy Rosadia
This document provides sample test items from a professional education test on child and adolescent development, social dimensions of education, principles and strategies of teaching, and applications of different philosophies in education. It includes multiple choice questions from each topic area along with rationales for the answers. It also provides detailed descriptions and comparisons of different educational philosophies and approaches to curriculum development.
Strategies for Reaching Students At-Riskaschoenborn
The document discusses strategies for helping students who are at risk of academic failure. It identifies several criteria for determining which students are at risk, such as low test scores, eligibility for free lunch, or a family history of issues like incarceration or substance abuse. It then provides suggestions for learning strategies and discusses how to motivate at-risk students. The document emphasizes building students' effort, conveying teacher enthusiasm, and engendering hope to motivate struggling learners.
This document summarizes a discussion about collaboration to support all students' needs in a classroom. It notes that the goal is to share collective knowledge about student classes to better meet all students' needs. Key points included that intervention should focus on classroom support through collaborative problem-solving between professionals. The process involves teachers discussing each class's strengths, needs, goals and individual student concerns to develop targeted instruction. Collaboration helps make effective practices more widely available to accomplish extraordinary results for students.
This document outlines an example of a problem-based learning (PBL) presentation on the topic. It begins with an introduction to PBL, noting that it is inquiry-based and begins with an ill-structured problem. It then discusses the key components of a PBL unit, including the roles of the teacher and students and how it assesses learning. Finally, it provides a sample PBL unit based on the novel "Lord of the Flies", walking through understanding the problem, exploring curriculum to develop solutions, and resolving the problem. The presentation promotes PBL as a way to foster life-long learning and good citizenship.
This document provides strategies for creating a student-centered classroom that promotes independence, critical thinking, and collaboration through inquiry-based learning. It suggests having students help establish class rules and participate in decision making. Students should also have ownership over areas of the classroom where they can publicly track their inquiry progress. Routines like daily duties can be taken on by inquiry groups who negotiate responsibilities. The document also outlines techniques for regular plenary sessions where students report back on their inquiry work, like having members of a group take turns sharing updates with the class.
Writing a Successful Teaching Statement (IRACDA Fellows, Fall 2014)Peter Newbury
This document provides guidance on writing a teaching statement. It begins with a discussion of the purpose of a teaching statement and explains that it should demonstrate reflectiveness about teaching, communicate goals and actions, and help the applicant get hired for their desired position. The document then provides tips for writing the teaching statement, such as keeping it brief, using a narrative first-person approach, focusing on specific examples, avoiding jargon, and customizing it for the target department. Key components of an effective teaching statement are also outlined, including conceptualizing learning and teaching, stating goals for students, describing implementation of teaching philosophy, and planning for professional growth.
This is a general presentation on collaboration designed in one of my doctorate courses. I have posted another presentation that is an overview of S'cool Moves that you might enjoy.
The document discusses envisioning the future of learning and education. It reviews various national reviews and their aims around developing learners, individuals, citizens, well-being, engagement, empowerment, autonomy, respect, sustainability, and more. It questions whether the current system frustrates innovation or masks deeper inertia. It considers what learning experiences, curriculum, environments, understandings, and settings children could have to prepare them for the 21st century. It emphasizes looking at the whole child and ethos of learning.
Portfolio/Theory and Practice in Language Teachingargelis24
The document summarizes a class on theories and practices in language teaching. It discusses key topics covered, including approaches, methods, techniques, theories of language teaching, multiple intelligences, communicative competence, and group presentations on different teaching methods. Students analyzed different language teaching approaches and how to apply the theories learned to improve their own teaching practices.
This document discusses common barriers that adult learners face when returning to school or participating in workplace training. It provides the example of a woman named Anita who is over 50 and needs to develop new skills after her job was outsourced. One key barrier adult learners face is attitudinal barriers, as many adults have experienced criticism and failure in their youth that damages their self-confidence. The document outlines ways to alleviate these fears, such as providing a safe environment, discussing prior experiences, and clearly outlining course expectations. It advocates applying Knowles' principles of adult learning, such as acknowledging life experiences, showing relevance to goals, and encouraging active participation. The educator's role is to facilitate learning based on how adults
This document discusses common barriers that adult learners face when returning to school or job training. It provides the example of Anita, a 50-year-old woman whose job is being outsourced and needs to develop new skills. Attitudinal barriers like low self-confidence from past failures can discourage adult learners. The document recommends that educators provide a welcoming environment, help students discuss past experiences, and apply Knowles' principles of andragogy to address adult learners' needs.
This document discusses common barriers faced by adult learners returning to school or training. It identifies 5 main barriers: attitudinal barriers (fear of failure), time and financial barriers (balancing responsibilities), education barriers (weak academic skills), geographical barriers (access issues), and learning disabilities. It provides strategies educators can use to help students overcome these barriers, such as creating a welcoming environment, acknowledging life experiences, linking material to goals, and using examples from students' interests and fields.
This document discusses common barriers faced by adult learners returning to school or training, including attitudinal barriers where adults lack confidence due to past failures. It provides strategies for educators to alleviate these barriers and support adult learners based on Knowles' principles of andragogy, such as acknowledging students' life experiences, making learning relevant and practical, and fostering self-directed learning. The educator's role is to facilitate a safe environment, understand adult learning needs, and treat adult students with respect.
Eliminating Barriers to Learning training power pointNatasha Carter
The Eliminating Barriers to Learning training provides educators and school personnel with tools and resources to address student mental health issues in the school setting.
The document discusses various barriers that adult learners face such as attitudinal barriers where learners fear failure and rejection, as well as time and financial barriers with balancing work, family, and school. It also provides strategies for overcoming these barriers like developing time management plans and ensuring the classroom environment meets students' basic needs. Educators are advised to understand adult learning principles and provide a supportive environment to help learners feel respected and successful.
The 5 Barriers to Effective Training Programs and How to Crush Them - Webinar...BizLibrary
The document discusses barriers to effective training programs and how to overcome them. It identifies the top 5 barriers as: lack of resources/time, lack of motivation to change, training not making an impact, no improvement in performance, and lack of support from senior leaders. It provides best practices for addressing these barriers, such as focusing on outcomes rather than activities, gaining manager support, and measuring training impact and value rather than just participation rates. The goal is to move from a "training mindset" to performance-driven learning that is aligned with business needs.
Training involves a lot of work. Challenges faced in Training are inevitable. This chapter focuses on understanding different challenges faced in training and also helps understand Learning Organization theory advocated by Peter Senge. This presentation is an initiative by Welingkar’s Distance Learning Division.
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This document discusses the differences between pedagogy and andragogy in adult education. Pedagogy refers to teaching children while andragogy refers to teaching adults. Some key differences highlighted include that andragogy views learners as self-directed rather than dependent, sees learners' experiences as an important learning resource, and orients learning around life application rather than standardized curricula. The document also notes challenges for adult learners like family and work responsibilities and discusses principles for effective adult learning like involving learners in the planning process and creating a respectful learning climate.
The document discusses principles of adult learning for designing effective training programs. It defines key concepts like pedagogy, andragogy, and characteristics of adult learners. The document also outlines nine principles of adult learning, including recency, appropriateness, motivation, and active learning. It emphasizes that training should incorporate elements that recognize the special needs of adult learners and their different roles in the learning process.
The Teacher, The Learner, and The Learning Process _MA203 (Rañola).pptxDenMarkTuazonRaola2
The document discusses the roles of teachers and learners in the learning process. It defines a teacher as someone who facilitates learning and guides students, while a learner is an active participant willing to gain new knowledge. The learning process is described as active, building on prior knowledge through social environments, authentic contexts, and requiring motivation. Key aspects of the teacher's role include creating a caring environment, establishing rules, maintaining accountability, and managing problems. Characteristics of good learners are that they lead their own learning and engage with the world. The document outlines various learning theories and models.
The document discusses the need to differentiate instruction to meet the varied needs of students in modern classrooms. It notes that students learn at different rates, in different ways, and have different interests. Effective differentiation requires teachers to thoughtfully examine curriculum, instruction, and assessment and provide flexibility and options that engage all learners.
1. Effective teaching produces beneficial student learning through appropriate procedures such as quality teachers socializing with students and modeling positive behavior.
2. New teachers bring enthusiasm and creativity but need support, while mid-career teachers need leadership opportunities and veteran teachers provide wisdom and mentoring.
3. Effective teachers demonstrate caring, share responsibility, accept diversity, encourage creativity, and provide individualized instruction. Their classrooms are cheerful environments where learning is enjoyable.
An effective teacher should engage in objective post-lesson reflection by overcoming fundamental attribution error, plan lessons with student learning processes in mind by facilitating Gagnes' 8 learning processes and using constructivist approaches with advance organizers and mediators, and create a safe positive classroom environment by increasing positive reinforcement and associations.
This document appears to be a syllabus for an educational leadership course titled EDAD 516 at Washington State University's Puyallup campus. It outlines the course details, including the instructor Ailene Baxter's credentials as the Director of Human Resources for the Puyallup School District. The document discusses theories of leadership, supervision, and culturally responsive teaching. It describes assignments such as shadowing a student to learn about their school experience and planning instructional improvements. The goal is to help students develop strengths-based approaches to teaching and leadership that motivate all learners.
This document discusses adult learning principles and how they differ from pedagogy, which focuses on teaching children. It defines andragogy as the method of teaching adult learners, which focuses on self-directed learning, experience, readiness to learn, problem-centered orientation, and motivation to learn. The key differences between andragogy and pedagogy are discussed. Malcolm Knowles is identified as developing the concept of andragogy. Effective ways to apply adult learning principles in training include relating content to real-life tasks, building on learner experience, and treating learners with respect.
This document discusses strategies for building students' vocabulary and background knowledge. It begins with an anecdote comparing two first grade students, Marco and Nicholas, who visited the same park but had very different experiences due to their backgrounds. Marco had limited experiences and vocabulary, while Nicholas was inquisitive and knew terms like "buffalo" and "bison".
The document emphasizes the importance of explicitly teaching vocabulary using multiple modalities. It also stresses the need to provide opportunities for student talk and discourse to develop thinking. Strategies discussed include asking open-ended questions, giving wait time, listening to students, and using various language registers appropriately. The overall message is that teachers must be intentional in building vocabulary and background knowledge for all
Intended Outcomes:
identify the PALSI scheme's intended outcomes and adjust their expectation
identify the demand and expectation of university learning
explain the importance of active and reflective learning
describe how learning skills, will and self regulation interplay with each other and affect learning outcomes
develop appropriate expectation and attitude for peer assisted learning
Activities:
Lecture
Past PALSI Students & Leaders experience sharing
This document discusses strategies for effective teaching. It addresses how to get students actively engaged in learning through techniques like well-structured questions and think-pair-share activities. The document also discusses maintaining smooth lesson flow by avoiding unrelated tangents and keeping student attention focused. Additionally, it provides tips for communicating clear expectations to students and building personal relationships. These include using achievement contracts, treating students respectfully, and sharing personal anecdotes. The document also offers advice for dealing with resistant students, such as avoiding arguments and not holding grudges. Overall, the document emphasizes preparing engaging lessons, maintaining focus, setting clear expectations, and building rapport to improve teaching effectiveness.
Students benefit from instruction that reflects the principles of adult learning, as identified by Malcolm Knowles (1968). Participants developed an understanding of the principles by joining in an active, student-centered learning experience that models the tenets of adult learning theory. This included understanding the role of self-efficacy and its influence on student learning, which must be addressed in designing instruction for adults. By examining common behaviors exhibited by students and connecting those behaviors to self-efficacy and faculty teaching approaches, participants gained insight into the adult learner.
Through personal reflection, group collaboration, paired peer review and class discussion, faculty identified common characteristics of the adult learner and began to develop strategies to address their instructional needs. The result is an increased understanding of andragogy as a distinct method that can inform instruction in the higher education classroom.
WSU-Puyallup EdAd 516 September 25 Class Notesailenebaxter
This document appears to be a syllabus for an educational leadership course titled EDAD 516 at Washington State University Puyallup Campus in fall 2014. It includes:
- Contact information for the course director, Ailene M. Baxter
- Topics that will be covered like leadership, supervision of instruction, culturally responsive teaching
- Course objectives, assignments, expectations
- Readings from authors like Glickman and Ginsberg on related subjects
- Details about assignments like shadowing a student and reflecting on educational beliefs
The syllabus outlines the essential information students need about the course, including the educational frameworks and theories that will be examined related to leadership, adult learning, and culturally responsive
The document provides 10 ways that educators can make classrooms more innovative. They are: 1) have a growth mindset, 2) practice self-reflection, 3) ask open-ended questions, 4) create flexible learning spaces, 5) account for different learning styles, 6) use problem-finding, 7) allow students to fail and try again, 8) consider a flipped classroom model, 9) invite entrepreneurs into the classroom, and 10) use design thinking processes. The overall message is that innovative classrooms require teachers to shift away from traditional lecturing and toward student-centered approaches that encourage creativity, collaboration, real-world problem solving and flexibility.
This document discusses the characteristics of effective teachers and classroom management. It identifies that effective teachers have positive expectations for students, excel at classroom management, and design lessons for mastery. It also outlines five dimensions of classroom management: psychosocial, procedural, physical, behavioral, instructional, organizational, and addressing challenging behaviors. Effective classroom management includes establishing clear rules and procedures, organizing the physical space, and creating a positive learning environment.
This document summarizes key points from the book "Transforming School Culture" by Anthony Muhammad. It identifies four types of educators that can be found in every school: Believers, Tweeners, Fundamentalists, and Survivors. Fundamentalists in particular resist change and reform efforts through defamation, distraction, and disruption. To transform school culture, leaders must get all staff on board with identifying the right changes to embrace and actively applying new methods. Schools must also eliminate distractions, have a systematic focus on learning, use common language, and be data-driven.
The document provides information about the Peer Assisted Learning and Supplemental Instruction (PALSI) student orientation program. PALSI aims to enhance students' understanding of course materials and improve overall learning and reasoning skills through regularly scheduled out-of-class peer-led review sessions. The orientation introduces students to PALSI leaders and intended learning outcomes, which include identifying learning needs, applying effective learning strategies, collaborating with peers, and explaining program expectations. Students are also introduced to concepts like learning styles, time management, and motivation.
ntended Outcomes:
- Identify the PALSI scheme’s intended learning outcomes
- Describe the expectation of a PALSI Leader
- Develop a systematic approach to manage each PALSI session
- Identify the logistics and related requirements
Activities:
- Lecture
- Q&A
1. Barriers to Adult Learning
PROJECT
By: Patti Blight, Sarah Cancelliere, Danielle Gunton, Avril Reid, Kerry Weir
DUE DATE
JANUARY 16 2013 COURSE
BEC910CE- ADULT EDUCATION
2. What are some common barriers
experienced by adult learners when they
choose to return to school or participate in
workplace training?
4. THE CASE
• Anita is over 50
• She has been in her job for 20 years
• Her job is being outsourced
• She can not afford to retire
• She needs to develop new skills
• She needs to go back to school
5. THE BARRIER
“Many adults have experienced so much
criticism, failure, and discouragement in
their youth that their self-confidence and
sense of worth are damaged. In a new
learning environment, adults often are
anxious, fear failure, and dread rejection
by their peer group (Kennedy, 2003).”
6.
7. ALLEVIATING THE FEARS
Provide a safe and welcoming
environment
Have students interact and discuss
prior experiences
Have students explain their goals
Provide students with detailed course
outline and expectations
8. THE EDUCATOR
“Part of being an effective educator
involves understanding how adults
learn best (Lieb,1991)”.
9. APPLYING KNOWLES
KNOWLES’ EDUCATOR’S ROLE
PRINCIPLES Be a facilitator:
1. Adults are internally Understand how adults
motivated and self- learn and allow students
directed to participate in the
direction of the class
Recognize and
accommodate different
learning styles
10. APPLYING KNOWLES
KNOWLES’ PRINCIPLES EDUCATOR’S ROLE
2. Adults bring life Acknowledge value of
experiences and previous experience
knowledge to learning
experiences
11. APPLYING KNOWLES
EDUCATOR’S ROLE
KNOWLES’
PRINCIPLES Show direct link
between course material
3. Adults are goal and student’s goals
oriented
Use real case studies to
examine theory
12. APPLYING KNOWLES
KNOWLES’ EDUCATOR’S ROLE
PRINCIPLES
Provide assignment
options that reflect
4. Adults are relevancy student interests
oriented
Provide students with
reflective questions to
assess connection to
goals
13. APPLYING KNOWLES
EDUCATOR’S
KNOWLES’
ROLE
PRINCIPLES
Encourage active
5. Adults are practical participation allowing
students to experiment
and develop self
efficacy
Provide feedback on a
regular basis
14. APPLYING KNOWLES
KNOWLES’ EDUCATOR’S ROLE
PRINCIPLES
Acknowledge past
6. Adult learners like to be experience
respected Treat adult learner as
an equal
Promote an
environment for
expression of ideas
16. Most adults have their hands full.
Between work, family and home
responsibilities, we can feel like we
can go a little crazy.
Is there really enough time in the
day and extra money to spend on
growing ourselves intellectually?
17. THE CASE
•Sandra is 40 years oldShe’s a wife and mother of
three childrenShe’s been a Medical Lab Assistant
for 18 yearsShe feels she cannot progress further
in her career
•She and her husband are worried about future
tuition costs for their childrenShe needs to
expand her career by developing new skillsShe
wants to go back to school
18. THE BARRIER
“How will I juggle family, work and school?
There are only so many hours in a day…
Women, by characteristic, experience a greater
amount of guilt about her student role if she
feels it interrupts her responsibility for
maintaining her role within the family.
Consequently, if she feels too much strain
during this time, she will ultimately give up
school to make things easier.” (Shields, 1994)
19. THE FEARS Cost of
me o f d ay extra
Ti child ca
t sui table re durin
g
no course h
shift work o ur s
for
Cos
Lack cou t of
of ti rse
to c me ma and
omm ter
to c it ials
ours
e
20. ALLEVIATING THE FEARS
Sandra Can...
1. Discuss with her family how further education will
improve her career and self.
2. Ask her family to compromise. Example: Older
children can help with lunch preparation and basic
house keeping tasks Form a realistic household
budget to accommodate the added costs of
schooling.
Form a realistic household budget to accommodate
the added costs of schooling.
• Form a realistic household budget to accommodate
the added costs of schooling.
21. ALLEVIATING THE FEARS
Sandra Can...
4. Develop time management strategies. Organize
with a point/task by point/task on a calendar to
understand her own abilities and how to adjust
her life to accommodate others.
Example: Put on calendar dates of school, work,
and family events. Put due dates for bills, school
assignments, etc.
22. THE EDUCATOR
“Much of the excitement of learning is in
the evolving, unpredictable and
unanticipated learning that inevitably
occurs. Realizing that the richest resource
in the classroom are the members present,
helped teachers of adults to relax and enjoy
themselves too. Such congruence between
belief and practice enhanced all.” (Barer-
Stein and Draper, 1993).
23. Applying Maslow’s Hierarchy of Needs
Maslow Need EDUCATOR’S ROLE
1. Physiological Need. Ensure the classroom
Refers to the basic environment is
bodily requirements comfortable,
needed to survive Equipment and resources
must be in working order
Offer short breaks
throughout the lesson.
24. Applying Maslow’s Hierarchy of Needs
Maslow Need EDUCATOR’S ROLE
2. Safety Need. Set clear expectations for the
Refers to the course
desire to be
safe from Provide a personal introduction
physical or to help students feel at ease
emotional injury
These strategies will help the
educator seem more
approachable when student
issues arise
25. Applying Maslow’s Hierarchy of Needs
Maslow Need EDUCATOR’S ROLE
3. Social Need. Creating an “ice breaker” lesson:
Refers to the Form the students into small
need for love, groups and allow them to
belonging, and introduce themselves
acceptance from Have students talk about their
others strengths, weaknesses, and state
their expectations for the course
26. Applying Maslow’s Hierarchy of Needs
Maslow Need EDUCATOR’S ROLE
4. Esteem Need. Constantly provide positive
Refers to the need and negative feedback to
to be seen by students. (Also known as
others, as well as “Constructive Criticism”)
themselves, as a Be flexible and understanding
person of worth of the hectic schedules of
and importance students
Guide them to success within
the course
27. Applying Maslow’s Hierarchy of Needs
Maslow Need EDUCATOR’S ROLE
5. Self- Provide consistent
Actualization Need. evaluations:
Refers to the Congratulate students on
desire to reach something they accomplished
one’s own on a task or assignment
potential and level Encourage students with
of succession specific guidelines on how to
move beyond their comfort
levels.
29. THE CASE
• Viktor is 28 years old
• He wants to progress in his career
• He has a central auditory
processing disorder (CAPD)
• He has trouble distinguishing speech from
background noise
• He has mild difficulties reading and
writing
• He wants to go back to school
30. THE BARRIERS
Students reported that learning
barriers stemmed from what they
experienced as a lack ofinstructor
cooperation and school resources to
accomodate their individual needs.
(Fuller et al. 2004)
31. THE FEARS rces
re resou ort
ant e the to supp
I do n’t w o Ar
ers t avai lable ?
m y pe e me
What if ity m
the roo p
large an m is
d I can’
the inst t hear
ructor?
e in s t ructor
W ill th e me?
acco modat
32. ALLEVIATING THE FEARS
Used varied instructional strategies
Be ready to modify assignments for
individual learner needs
Ask the student to suggest
accommodations that have worked in the
past
Treat students fairly and equitably
33. WHAT IS FAIR?
“The definition of fairness has little to
do with treating people in an identical
manner. Fairness means that everyone
gets what he or she needs.” (Lavoie,
1989)
34. THE ROLE OF THE EDUCATOR
Instead of focusing on a student’s
medical diagnosis, concentrate on what
learning barriers will prevent the
student from reaching his or her full
potential in the classroom.
(Fuller et al. 2004)
35. ENVIRONMENTAL BARRIERS
Barrier EDUCATOR STRATEGY
Classroom is Seat student in centre of room
large and full of Allow students to tape lectures
students. Let students choose a quiet
Background space for individual and group
noises interfere work
with Viktor’s Encourage student to bring any
learning assistive devices, like a
personal FM system (American
Academy of Audiology, 2010)
36. INSTRUCTIONAL BARRIERS
Barrier EDUCATOR STRATEGY
Instructor uses Incorporate group work/discussion
lecture format Enlist a scribe to take lecture notes
for all lessons. Post lecture notes and media online
Viktor has Provide written instructions for
difficulties tasks
taking notes and Allow students some time to
retaining lecture generate responses to the topic
information before a discussion
37. ASSESSMENT STRATEGIES
Barrier EDUCATOR STRATEGY
Instructor has Contact relevant school office for
never heard of a accommodation suggestions
CAPD and does More time or fewer questions on
not know how to exam
accomodate Print exam on yellow paper instead
Viktor for his of white as it is easier to read
exam (Bennet, Dworer, Weber, 2008)
Allow student to answer exam
questions using a computer or
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