TEACHING STRATEGIES REPORT
TEACHING STRATEGIES REPORT
TEACHING STRATEGIES REPORT
There are various learning outcomes for the learner in this course. The first one understands appropriate learning environment for older individuals complex mental and physical health needs (Barabanova, et al., 2019). Environmental racism, violence, and poverty are only some of the dangers to one’s mental health that may come from one’s immediate surroundings. A person’s home environment, for example, has been linked to psychological well-being in studies. Crime and the dread of it, according to one more research, have a significant impact on mental health.
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There is also another importance aspect is the significance of learner centered environment. The andragogy paradigm is well-suited to a learner-centered approach since it empowers students to take responsibility of their own education (Charles, 2022). Students may take charge of their own education and actively contribute to the advancement of knowledge by working together and conducting investigations. To foster a feeling of community, students must be able to interact with one another on a social and academic level. Having students introduce themselves is all that is needed to accomplish this. Students are more likely to have a sense of belonging in the classroom if they are involved in the formulation of group objectives and results.
Students bring a wealth of prior information and expertise to the course, and allowing them to share that knowledge and understanding will enhance the learning experience for everyone. They go further into this by doing research and analyzing the thoughts of both themselves and the rest of their group (Charles, 2022). Everyone in the group has a “common-logue,” or a shared understanding of conceptual knowledge, at the conclusion of the procedure. An instructor’s guidance is more necessary in an online class than it is in a face-to-face one because of the lack of daily interaction and class discussion.
The general course content is learner’s motivation. Students’ needs and instructors’ views should be examined before using extrinsic incentive in lesson design and programming. However, instructors and students both benefit from extrinsic incentive, but it should not be employed in isolation (Charles, 2022). When it comes to future and lifetime learning, students must be offered opportunities that foster intrinsic motivation in order to improve their chances of success. Meaningful activities are those in which students are motivated to engage even if they don’t expect to get anything in return. Students will be more engaged in class if teachers choose activities and subject that they love, find difficult, are relevant to their students’ lives, and are fascinating to them. When students have a feeling of control over their work and are enthusiastic about it, they are more likely to do their best work.
There are various teaching strategies that fit this population. An adult educator’s role differs from that of a child educator due to the fact that adults are more self-directed in their learning. Adult learning theory has provided educators and trainers with a framework.
The first strategy is keeping the lessons relevant. Real-world context is the primary filter via which adult learners take in new knowledge. It’s well-known that adults have significantly more life experience than children, and as a result, they have a far stronger desire to learn about the subject matter. By connecting the teaching to their own experiences, the students will be able to verify the reality of what the teacher is teaching and the lectures will be more memorable if they can do this for them. To help the learners grasp the concepts the teacher is trying to convey, it’s critical when working with elderly students to provide examples of how your teachings have been put into practice. Use real-world examples of why people should or should not follow your instruction, or of the dangers that await them if they don’t.
Another important method is to focusing on the learners’ learning experiences. In general, while instructing adults, it is critical to use language they are acquainted with and to speak to them at a level suitable to their knowledge, experience, and age. Using acronyms and buzzwords in the classroom may be an effective approach to swiftly express a teacher’s knowledge and expertise in their subject while also reassuring students that they understand what is being said. When speaking to an inexperienced audience, it is best to avoid employing too many unfamiliar phrases. As a teacher, it is important that your students can understand what you are saying without needing to concentrate on interpreting what you are saying. Consider the typical age of the students as well while deciding how best to deliver the masterclass (Ma, 2022). Older learners may not be aware of the current internet trends and fads, while young adults may be turned off by edupreneurs who attempt to mimic their way of speaking. Educators who utilize established frames of reference and minimize their use of slang and jargon have the greatest impact on students.
The third strategy is telling the stories being taught. For millennia, stories have been utilized as mnemonics. Children are taught a great deal of knowledge via tales, from the colors of the rainbow to the sequence of notes in music. Storytelling is a strong way to recall information as an adult. Storytelling is a great way to help adults remember what they’ve learned since it focuses on their emotions. By mentioning a period when the lesson benefitted someone, or might have helped them, one may include narrative into real-world examples. The visuals, colors, and even typefaces that an instructor uses to explain the lecture should elicit strong emotions in the audience. Consider the teachers who have inspired one the most, as well as the most important lessons learned from them.
Out of these three, I think the most important is focusing on the learners’ learning experiences. This is because, Learning and teaching in adulthood is heavily influenced by our own personal experiences and the experiences of others, regardless of how they are obtained. “Experience is the teacher of all things,” stated Julius Caesar. What can we learn from our experiences? Knowledge, empathy, compassion, faith, discovery, and drive may all be gleaned through our life’s events. Pain, rage, and other unpleasant emotions may be triggered by our encounters with the world. Good and bad experiences provide us the chance to learn from our mistakes. When we ponder on another person’s life, an incredible thing may happen inside us (Ma, 2022).
There are various barrier encountered by adult learners. for instance, adult learners may have additional duties and events that may affect their learning, such as a career, family obligations, or both. Similarly, It’s difficult enough to juggle job and family responsibilities while maintaining a social life. When you add a class to the mix, things become much more complicated. Studying may be a challenge if you have a full schedule, and even if it is feasible to fit it in, you may not have the energy to do so. In Canada, for example, 70% of businesses provide financial aid for job-related education, according to research. For lack of time and clarity on how to best progress their knowledge and abilities, only 22% of workers really apply this method of learning.
There is also another difficulty faced by adult learners which makes it difficult for them and their educators. The financial barrier is a very big issue. When it comes to adult education, cost is a major consideration. It may seem like a waste of money to pay for a class when you have bills to pay and a family to feed. Many universities in the United Kingdom have just released a study showing exactly how big of a problem this may be. The number of senior students plummeted by 20% and for certain degrees, including nursing, by up to 49% when tuition costs were raised in 2012. Despite the fact that a college education may lead to a better job in the long run, finding the money to pay for it isn’t always straightforward.
References
Barabanova, S. V., Nikonova, N. V., Pavlova, I. V., Shagieva, R. V., & Suntsova, M. S. (2019, September). Using active learning methods within the andragogical paradigm. In International Conference on Interactive Collaborative Learning (pp. 566-577). Springer, Cham.
Charles, P. K. (2022). Towards a Paradigm Shift from Andragogy to Heutagogy: Learners’ Utilization of Online Resources at the Institute of Adult Education. Anathe R. Kimaro, 210.
Ma, T. (2022, April). Study on English Learning Motivation of the Middle-aged and Elderly Learners in China. In 2022 International Conference on Creative Industry and Knowledge Economy (CIKE 2022) (pp. 605-609). Atlantis Press.
