Interview with a Professional

Teacher of Adult Learners

Natalie RodriguezHE521 Teaching Adult Learners

Formal setting Adjunct Teaches at an online

university in the College of Graduate Education

Teaching Adults- 5 yrs. Teaching Children- 20

yrs.

Instructor Background

All learners need to be motivated Humor creates a natural connection

Gets the brain more actively involved Eases the learner

Motivation differs from adult and child Adults are self-motivated based on value Children are motivated based on expectations

set by their parents

Teaching Adults Online vs. Teaching Children

Teachers need to personalize instruction. Make the content relevant to the student. The process of teaching impacts the

effectiveness of the students learning.

Motivating Adults

Being inspired by the responses of

some students. How students apply what they are

learning to their current work settings.

Content is applicable across all ages of learners (adults, leadership, children, middle schooler’s).

Likes Most About Teaching Online

Time commitment

Grading assignments in a timely manner. Feedback for growth Instructor presence

Adjunct- working late nights Feedback

Sandwich approach Positive, constructive, and ends positive.

Learners academic skills Some could have stronger writing skills Impedes understanding the content

Challenges Teaching Online

Communication

Word choice Direct communication must be softer Don’t over emphasize the negative

What students really want To apply knowledge to the

real-world

Learned By Teaching Online

Personalization

Apply to students work setting Repetition

Expectations Weekly announcements Clear and consistent

Examples/Samples Students previous work

Prepare

Quality will improve with time and planning Knowledgeable with the content

Review new editions of text when implemented

Be consistent Understand the time commitment

Feedback is better if timely Balance time with returning assignments. Use track changes.

Advice for New Instructor

Clear expectations

Rubrics are adhered to by instructor and student

Use the Power of 20 Chunk learning into 20 minute intervals

Use humor Communicate often

Preparation is essential to provide a conducive

learning environment Knowledgeable of the content

Galbraith (2004) states that knowledge of content is associated with the "characteristics of successful adult educators" (p.98).

Adults are motivated differently as we mature; more independent and controlling over their learning (Spear’s model) (Galbraith, 2004).

Summary

Model behavior

Teachers who genuinely model positive behavior will project credibility and students will begin to model this behavior with their peers through high levels of collaboration.

Communicate effectively An effective teacher must also possess good

personality characteristics, interpersonal skills, and positive behaviors (Galbraith, 2004).

Use humor Interpersonal skills are essential when interacting

with students to enhance learning (Malik & ul Ain, 2012).

Use real-world examples (Garrison’s model)

(As cited in Merriam et al., 2007). High instructor presence

In Brydges, Nair, Ma, Shanks, & Hatala’s (2012) study of instructor-led and self-regulated learning, rapid skill acquisition and an association with increased confidence comes from immediate and concurrent feedback during practice.

Brydges, R., Nair, P., Ma, I., Shanks, D., & Hatala, R. (2012).

Directed self-regulated learning versus instructor-regulated learning in simulation training. Medical Education, 46(7). Retrieved from http://ehis.ebscohost.com.lib.kaplan.edu/eds/pdfviewer/pdfviewer?vid=2&sid=beb29e30-b214-462f-88de-c8a1d4c6e08f%40sessionmgr4005&hid=4208

Galbraith, M. W. (2004). Adult learning methods: A guide for effective instruction (3rd ed.). Malabar, FL: Krieger Publishing Company

Malik, S. K., & ul Ain, Q. (2012). Prospective teachers’ awareness about interpersonal skills- A comparative study. Interdisciplinary Journal of Contemporary Research in Business, 3(11). Retrieved from http://journal-archieves16.webs.com/514-522.pdf

References

Merriam, S., Caffarella, R., & Baumgartner, L.

(2007). Learning in adulthood: A comprehensive guide (3rd ed.). San Francisco, CA: Jossey-Bass.

Slide one image- Adapted from “Can Virtual Classrooms Recreate a Traditional College Experience, ?” by K. Freeman, 2013, http://mashable.com/2013/01/25/virtual-classroom-experience-online-education/

References