PIDP 3100 – Foundations of Adult Education
Vancouver Community College
October 25, 2015
The components of lesson planning that I chose to research and briefly discuss are Bloom’s Taxonomy, Characteristics of Adult Learners, Creating a Positive Learning Environment, and Assessment.
Bloom’s method of categorized lesson-planning appeal to me because a student must achieve an outcome before proceeding to the next level of learning. In adult learning (specifically a medical or technical profession), a formal education is necessary to comprehend and perform duties and skills. Bloom’s taxonomy supports this.
Engaging adult learners, and forming a connection with students can be achieved with the affective domain. The cognitive domain can facilitate outcomes by assigning readings and assignments, followed by written or oral examinations. And finally, the psychomotor domain will provide the tools that are necessary to perform the physical aspects of a profession.
Characteristics of Adult Learners:
One can assume that the main characteristic that adult learners share is that they have chosen to learn. However, adults learn as individually as the people that they are. It is important to know who your students are, in order for the teacher to lesson-plan effectively, so that the students can succeed in their chosen area of study.
Learning must be somewhat equalized because adult learners are diverse. Perhaps the first assignment in a course could be a biography (personal or professional), similar to that of the Trends and Roles Blog assignment in this course.
Creating a Positive Learning Environment:
A positive learning environment, where a community of respect with clear expectations exists, is the key to success. Adjusting a lesson plan to accommodate the diverse characteristics of adult learners is important, but it must be accomplished within parameters so that learning outcomes can be met, and anxiety of the students reduced.
Posting expectations for behaviour, and being an example to adult learners can generate a positive learning environment. Further, when lesson planning, identifying students who can help other students in a particular area (and vice versa) will create a community. Also, selecting a learning moment, rather than highlighting a mistake, will encourage success.
Adults, for the most part, choose to learn, but they each have individual expectations and need to remain interested. Motivating students is essential to lesson planning. Disappointment in a teacher’s lesson and technique can cause an adult to disconnect and to lose interest; this in turn will reduce an optimal learning environment.
A teacher must genuinely demonstrate enthusiasm for the subject, and make the lesson relevant and interesting to students. When lesson planning, look at the prescribed learning outcomes, try to discover what the adult learner is most challenged by, provide the information necessary, and relate it to the student in order to build confidence.
Assessment is an important component of lesson planning because it helps to improve an adult’s learning experience, but more importantly, it will aid the instructor to improve his or her teaching strategies. In following with lesson planning, specifically in the medical or technical fields of study, assessing how the students are learning can assist students to achieve set learning outcomes.
Providing opportunity for students who require clarification during a lesson to ask questions, allowing time for follow-up questions after a lesson, giving quizzes that are not formally evaluated, and designating blocks of time for student discussion will help the adult learner as well as the teacher succeed.
@ Please refer to my Links page for web articles to assist in lesson planning