Guidelines for Working with Adult Learners. ERIC Digest No. 154.

Autor/in	Imel, Susan
Institution	ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, OH.
Titel	Guidelines for Working with Adult Learners. ERIC Digest No. 154.
Quelle	(1994), (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Reihe	ERIC Publications; ERIC Digests in Full Text
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Education; Adult Students; Andragogy; Classroom Environment; Classroom Techniques; Educational Needs; Equal Education; Needs Assessment; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Andragogics; Andragogik; Klassenklima; Unterrichtsklima; Klassenführung; Educational need; Bildungsbedarf; Bedarfsermittlung; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	A review of Knowles' andragogical model (1984) and Pratt's writings (1988) on the appropriateness of learner-centered instruction established that, even though learners may need both direction and support, they can still be involved in designing/directing their own learning in meaningful ways. Adult educators can obtain information about the amount/type of direction learners require through needs assessments in which adult learners participate as partners. Adult educators can use the following strategies to create learning environments fostering a sense of support for and partnership with adult learners: capitalize on the first session, incorporate group work, break the traditional classroom routine, use humor, and support opportunities for individual problem solving. Because many adults have not previously experienced support or equality in the learning environment, they have often felt disconnected and disengaged from formal learning tasks. To engage such previously disengaged persons in the learning process, adult educators must take the following steps: consider their attitudes toward and knowledge about the variety of people they teach; think through the way they present their subjects or topics; and analyze their expectations for the potential of learners to ensure that they are not based on an individual's membership in a particular community. (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC