The document outlines educational strategies for adult learners in Finland, focusing on creating effective learning environments and addressing the unique needs of diverse audiences, including migrants. It details various educational programs, such as folk high schools and special education for adults, while emphasizing the importance of motivation and engagement in learning. The document also discusses the necessity of adapting teaching methods and materials to meet the varying backgrounds and experiences of learners.

1. Project number: NPAD-2017/10097 TAU project
Seminar 1 Material [Part 2]
Educating different audiences
Creation of favorable educational
environment, management and
planning work with adult learners

2. Document details
Country: Finland
Company: Learnmera Oy
Elaborated by: Inês Messias
Date of submission 13.12.2017

3. Seminar details
Seminar date 22.11.2017
Partners present Ingmarie Rohdin - SE
Åsa Kajsdotter - SE
Yulia Bazyukina - FI
Inês Messias - FI
Marja-Liisa Helenius - FI
Veronica Gelfgren - FI
Responsible All partner countries. Activity to be held by each partner in their institution
for its participants.
Result Participants will improve their educational and management competence.

4. Topics addressed
4 Folk high
school
5 At a vocational
school, people train
for a profession
6 Special education
for adults - Särvux
7 What’s Different
About Teaching
Adults With Migrant
Background?
8 Learn To Learn

5. Topic 4
Folk high school

6. ❖ Alternative to upper secondary school and municipal adult
education (Komvux) for those who have turned 18.
❖ Courses at the basic and upper secondary level in order to qualify
for university, college or vocational school.
❖ The student starts at the level they have reached.
❖ Those who need it can get extra support in Swedish.
❖ Has vocational training programmes.
❖ Certain vocational training programmes are at the post-secondary
level, while others are at the upper secondary level.

7. Topic 5
At a vocational school, people train for a profession

8. ❖ This happens after upper secondary school.
❖ There are hundreds of occupations to choose from.
❖ The programmes are most often between one and three years
long, and weave theory in school with practice out at workplaces.
❖ Sufficient knowledge of Swedish to manage the programme is a
requirement; the school determines whether it is sufficient.
❖ A number of schools provide extra support in vocational Swedish.

9. Topic 6
Special education for adults – Särvux

10. In special education for
adults you can:
Study at the
elementary
or upper
secondary
level
Choose
between
various
courses
Study
Swedish for
Immigrants
in parallel
Study in a
vocational
programme
Offered to people with
developmental disabilities
or some type of brain
damage have the right to
special education for adults.
The school helps the
student find out what they
already know so that their
studies can be adapted to
that.
http://www.omsvenskaskolan.se/engelska/det-haer-aer-den-svenska-skolan/

11. Topic 7
What’s Different About Teaching Adults With Migrant Background?

12. To be effective in teaching adults with migrant background,
you will need to
Know your
audience
Understand how
adults with
migrant
background
learn and have
learnt in their
previous
education.
Be aware of
their
reasons to
study as an
adult.
Know many
migrants have
to learn to
learn and how
to organise
their own
learning
Be aware of
conflicts
between
learners,
individual
and/or groups
Use blended
learning
methodologies

13. It is your responsibility as a teacher to find out who will be in the audience
and what kind of education and training they have already received.
Can determine the student's’ educational backgrounds, this will help in
determining the depth of information to cover in your class?
Who is my
target
audience?
What are
their learning
needs?
Why are they
attending this
education?
What kind of
training do
they need?
How large
should my
class be?
Which
barriers are
there?
Will some
people need
more training
than others?

14. Barriers can be:
Lack of
Swedish;
No or less
knowledge in
ICT;
No previous
education;
Long time since
they studied
last time;
Never used
learning
platforms;
Not used to
taking so much
responsibility
for their
studies.

15. Being empathetic, understanding and respecting other
points of view and demonstrating that you are able to
listen to others and respect their opinions.
Explain the Swedish
education system, laws and
rules at the labour market
SFI (Swedish For Immigrants)
is not only learning to read
and write Swedish but also
learning about Swedish
society and culture.
Many migrants don’t want to
study anymore, and they
don’t understand why they
need to, they just want to get
a job.

16. To best reach migrant adults (as well as all adults), there are five key
factors you should focus on in the development of your training:
The material
presented should
have immediate
usefulness to the
learners.
The material
presented should
be relevant to adult
learners’ lives.
The training
environment
should be
welcoming so that
all learners feel
safe to participate;
be aware of
conflicts.
The training
presentation
should be
engaging.
The training should
be presented in a
respectful manner,
where learners
have an
opportunity to
share their
experiences.

17. Make your training
relevant to the learner
by recognizing the
unique background and
experience.
Show them how the
course and its material
is relevant for them.

18. Topic 8
Learn To Learn

19. Organising their own
learning
❖Evaluate their work and to
actively seek information
and advice and support
when appropriate
Time Management
❖Applying tools and
methodologies to manage
time effectively and
efficiently; learner will be
able to manage time
effectively and efficiently;
concentrates the efforts on
the most important
priorities; adeptly handles
several tasks at once.
Use of ICT-skills –
minimum level
❖Applying techniques and
tools for confident and
critical use of ICT for work,
and learn to search for
information: compared
with earlier ‘fed’ with
information
TEAM WORK
❖Applying methodologies
to ensure effective team
working activity.
Applying basic learning strategies and establishing learning objectives.

20. Present the learning outcomes. This
gives the learners a possibility to
know when they are ready, that they
progressed and learnt something new.
Give concrete introduction
and instructions for new
learning methods.
If you are using a learning platform
– be aware that it can be the first
time the learners hear the word
‘learning platform’. Repeat how to
use it every lesson until the
learners feel confident.
Have the same structure with a step
by step description so it’s easy to
follow even if the activities are used in
self-directed learning.
Be flexible, the time of activities
depends on the target group and the
previous knowledge of the target
group. It is more time-consuming
teaching non-Europeans migrants;
one reason can be the differences in
education systems and culture.
Teaching

21. ❖Time Management
Introduce tools and methodologies to manage time effectively and
efficiently. Learners will be able to concentrates their efforts on the
most important priorities; adeptly handle several tasks at once.
❖Communication
Pick the right communication medium according to the conversation
topic and target group. Try to convey your message in as few words as
possible, avoiding talking excessively and/or confusing your audience.

22. ❖What are the learning objectives for this training?
Your purpose should meld the key components of your audience, their training
needs, their skill and knowledge deficits, and what you want to accomplish in
your course. Think through what you want participants to learn as a result of
your training. They should leave the training with new information and/or skills
that they didn’t possess prior to taking it. Learning objectives serve as a type of
contract with your audience and help put the purpose of your training in
concrete, measurable terms. If participants know the objectives from the
beginning, they know what they are expected to learn.

23. Objectives should be
written from the
participants’ point of
view. They should
emphasize what you
want students to
value, understand, or
do with the
information or skills
being taught.
One way to start writing learning objectives
is by answering three questions:
What will participants be
able to do as a result of the
course, training, or class?
What are the conditions or
circumstances where the
participants will perform
this activity, and what
knowledge or materials
does he/she need to do this
effectively?
Information?

24. There are several different models that have been
created to help in designing learning objectives.
For developing practical objectives, you might
consider the SMART Model.
S is for
Specific;
specify what
to achieve.
M is for
Measurable.
A is for
Achievable.
R is for
Relevant.
T is for Time-
bound.
For considering objectives that may
relate more to behavioural change,
you might consider the A-B-C-D
Model.
A is for
Audience.
State the
learning
audience
within the
objective.
B is for
Behaviour.
State the
behaviour
you wish to
see exhibited.
C is for
Condition.
State the
conditions
where the
behaviour will
occur.
D is for
Degree. To
what degree
will the
learner be
enabled?

25. What
kind of
training
should I
develop?
Will it be a
one-time
course or a
series? Will it
be face-to-
face, online,
or blended?
How intensive, basic, or elaborate
your training will be depending on
determining the following:
What resources
are available?
What are some
potential
challenges to
this training (for
example,
format, class
size, minimal
resources)?
What content
needs to be
created? Do I
need to use
signs and
pictures for
better
understanding?
What evaluation
instruments
need to be
created?

26. How do I
develop
training
materials?
Developing training materials involves writing, creating learning
exercises, and working with content experts and trainers. It is the most
time-consuming phase, but it is also key to making sure your training is
successful.
Complete the process below for each of your learning objectives for the
course or training:
Identify one of your
clearly stated learning
objectives.
Determine what kind of
learning domain the
outcome involves
(knowledge, skill, or
attitude).
Choose an instructional
method (activity, hand-
out, team project, etc.)
This helps participants
accomplish your stated
learning objective by
doing.
Explain how this
learning experience will
help your students meet
the learning objectives
you have identified.

27. Folkuniversitetet normally tries to look at
differentMotivational
strategies It’s important to design a framework of motivational
strategies in order to broaden the range of choice
available to teachers.
• Dörnyei offers his own framework, based upon three key units:
❖Creating/generating the basic motivational conditions – i.e. setting the scene
for motivational strategies: for young male learners, focusing on “integration”
granted by a second language knowledge;
❖Maintaining learners’ motivation - a main challenge for teachers and could be
done through self-assessment tools as well as by facilitating the learners
autonomy;
❖Encouraging a positive learner self-evaluation - working on the way learners
feel about their accomplishments in order to make each feeling “positive”.

28. Folkuniversitetet normally tries to look at
different
Dörnyei shows three strategies:
❖ Relating attributions to effort rather than ability;
❖ Providing motivational feedback;
❖ Increasing the learner satisfaction experience
after task completion.

29. Folkuniversitetet normally tries to look at
differentMaintaining
motivation Following this framework of motivational strategies, it’s clear that
the real challenge for a teacher and trainer is the second key unit.
Maintaining a student’s motivation during a learning process could
be made easier by encouraging learner autonomy. During the
learning process it’s important for teachers to guide them into
autonomy on what and how they learn, that means to be “among”
and not “above” learners. Trainers have to encourage learners to
imagine a conversational situation in which they could be involved,
to select their own topics and start a discussion, or to share an
experience with the rest of the class.
Students have to be able to use what is learned rather than just
learning about it. By expressing a personal interest, older learners
feel that they’re actively involved and that they are not limited to a
passive learning process.

30. Folkuniversitetet normally tries to look at
different
Instrumental motivation
“Integrative” motivation is the real driving force behind young students’ progress.
The “integration” goal is more important for them than the others. Such goals could also be a school certification to
fulfil occupational aspirations, or other kinds of skill certifications.
Teachers should be aware of maintaining and enhancing instrumental motivation through a goal-oriented programme
which focuses on encouragement:
❖Because learners engage in order to meet specific goals, it is important for teachers to clearly understand what those goals are and to organise a
programme so that they are met.
❖It’s good practice to set up an individualised “packaging” of teaching which targets learners’ specific goals.
❖Instrumental motivation (i.e. engagement) is enhanced by teachers and trainers giving praise and encouragement, particularly when given one-on-
one attention.
❖Beware: overuse of praise and encouragement can reduce its reward value and even seem condescending to learners
❖knowing how and when to provide encouragement is a part of the trainers’ professional development and will mostly be a process of trial and error.

31. It can be concluded that motivation plays a significant role in learning.
Teachers cannot effectively teach if they do not understand the
relationship between motivation and its effect on learning.

32. Encourage participation
Materials and tasks are
essential for increasing
motivation for learning. They
have to be exciting, workable,
appropriately challenging and
presented in an
understandable manner,
allowing the promotion of
successful performance by
students. This is a way to
change any negative attitudes
and stereotypes that can
undermine the motivation of
students to learn.
Male students in particular
often lack the motivation for
success in school, which very
often leads to a lack of self-
confidence.
Designing a curriculum that
engages students, gives them
regular feedback and a sense
of accomplishment, as well as
giving them real choice (as
opposed to variety) is the
teacher's strongest, and most
powerful tool.