The Philosophy of Teaching Adult Students. Quality Professional Development Project. Professional Development Manual II.

Institution	Florida Community Coll., Jacksonville.
Titel	The Philosophy of Teaching Adult Students. Quality Professional Development Project. Professional Development Manual II.
Quelle	(1998), (68 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Accountability; Adult Education; Adult Educators; Adult Literacy; Adult Students; Behavioral Objectives; Classroom Techniques; Educational Finance; Educational Philosophy; Educational Quality; Faculty Development; Instructional Materials; Literacy Education; Pacing; Performance Based Assessment; Pretests Posttests; Student Characteristics + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Verantwortung; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adult education teacher; Adult education; Adult educator; Erwachsenenbildner; Lehrer; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Klassenführung; Bildungsfonds; Bildungsphilosophie; Erziehungsphilosophie; Quality of education; Bildungsqualität; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Lerntempo; Leistungsermittlung
Abstract	This workbook is one of six professional development manuals designed to help new adult education (AE) instructors find their personal philosophy of teaching adult students. The pretest and post-test appear first. Five units provide useful information on five diverse topics developed by leading (AE) experts and experienced (AE) instructors. Each begins with a list of objectives. Unit 1 describes the relationship among the state, AE provider, and teacher; how statewide standards and curriculum frameworks are set; and current trends in AE funding. Unit 2 provides information on demographics of the "typical" AE classroom and impact of student diversity on student success and instructional methodologies. Unit 3 describes AE classroom components: open-entry/open-exit enrollment, self-paced learning, teacher accountability, and competency-based assessment. Unit 4 identifies common challenges encountered by new part-time instructors, such as lack of colleague interaction and isolation from the mainstream of full-time instructors; presents possible solutions or approaches; and explores how new instructors can access institutional resources. Unit 5 provides guidance on how to create a high-quality classroom using Total Quality Management, Total Quality Learning, instructor restructuring, team approach, and learning tools. It explores how to sustain high-quality instruction in the nontraditional AE classroom in the context of a one-on-one, self-paced instructional environment. Pretest and posttest answer keys, instructor self-evaluation, and student evaluation are appended. (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01