Applying Adult Learning Applying Adult Learning TheoriesTheories

-Helping Rebecca--Helping Rebecca-

Group FourGroup FourRobin KilroyRobin Kilroy

Pamela SwansonPamela SwansonShane AlexanderShane Alexander

Meet RebeccaMeet Rebecca

Who is Rebecca?Who is Rebecca?• Although she finished high school, she struggled through most of her courses and was, Although she finished high school, she struggled through most of her courses and was,

in many respects, an outsider. She had very few friends and no one she could really in many respects, an outsider. She had very few friends and no one she could really call a close friend. call a close friend.

• She was identified at an early age with ASD (Autism Spectrum Disorder), specifically She was identified at an early age with ASD (Autism Spectrum Disorder), specifically Aspergers. Although she is high functioning, she has trouble interacting with people, Aspergers. Although she is high functioning, she has trouble interacting with people, working in groups or being around large groups of people. She thrives on independent working in groups or being around large groups of people. She thrives on independent work and when left alone with clear instructions, she can work independently. She work and when left alone with clear instructions, she can work independently. She learns from her experiences and is very much a visual learner.learns from her experiences and is very much a visual learner.

• Rebecca is a single mother of a five-year-old daughter. At times she struggles to make Rebecca is a single mother of a five-year-old daughter. At times she struggles to make ends meet. She loves her job but knows she must return to school to increase her ends meet. She loves her job but knows she must return to school to increase her chances of getting a higher paying job.chances of getting a higher paying job.

• Immediately after high school, Rebecca went to work for a local plant nursery and has Immediately after high school, Rebecca went to work for a local plant nursery and has done quite well. Her manager is not aware of her diagnosis but does realize that she is done quite well. Her manager is not aware of her diagnosis but does realize that she is a little different. He believes she is an eccentric, who is deeply passionate about a little different. He believes she is an eccentric, who is deeply passionate about plants. Rebecca can cite common and Latin names for almost every type of plant.plants. Rebecca can cite common and Latin names for almost every type of plant.

• Rebecca’s manager has requested that she return to school to obtain her certificate in Rebecca’s manager has requested that she return to school to obtain her certificate in Arboriculture. She wonders how she will pay for this course.Arboriculture. She wonders how she will pay for this course.

Rebecca is Feeling Rebecca is Feeling OverwhelmedOverwhelmed

• Her high school experience was not a memorable one, so returning Her high school experience was not a memorable one, so returning to school is making her feel anxious.to school is making her feel anxious.

• Rebecca tends to excel in practical and theoretical work, but this Rebecca tends to excel in practical and theoretical work, but this course has a group component, something that Rebecca finds course has a group component, something that Rebecca finds difficult to do (ASD). difficult to do (ASD).

• She needs to be successful in this course because her employment She needs to be successful in this course because her employment depends on it.depends on it.

• Rebecca is a single mom, so she wonders how will being in school Rebecca is a single mom, so she wonders how will being in school full time and working part time affect her ability to parent?full time and working part time affect her ability to parent?

• Rebecca will also need financial assistance to complete school. How Rebecca will also need financial assistance to complete school. How will she meet her financial responsibilities?will she meet her financial responsibilities?

Assigning the Needs Assigning the Needs AssessmentAssessment

On the first day of each new class, the teacher likes to find out more On the first day of each new class, the teacher likes to find out more about his students. This information is placed in each of their files for about his students. This information is placed in each of their files for reference and follow-up.reference and follow-up.

We each come to adult learning with different stories. We have all We each come to adult learning with different stories. We have all accumulated successes and failures along the way. It is what we can accumulated successes and failures along the way. It is what we can refer to as our “toolbox” of experiences. Since this is the first time refer to as our “toolbox” of experiences. Since this is the first time the teacher and students are meeting, he would like to have a the teacher and students are meeting, he would like to have a glimpse inside their toolbox to understand their needs and glimpse inside their toolbox to understand their needs and expectations. expectations.

Each needs assessment will be kept confidential and will not be Each needs assessment will be kept confidential and will not be discussed or presented in class. discussed or presented in class.

Rebecca’s Needs AssessmentRebecca’s Needs AssessmentWhat is in my What is in my toolbox?toolbox?

What are my needs?What are my needs? What outcomes do I What outcomes do I expect?expect?

I have completed high school I have completed high school but struggled with my courses.but struggled with my courses.

My work at the nursery is very My work at the nursery is very important to me, and now this important to me, and now this course is a requirement.course is a requirement.

ASD students have trouble ASD students have trouble completing assignments in a completing assignments in a group environment.group environment.

To be successful in this course To be successful in this course so I can return to my workso I can return to my work

To have information presented To have information presented in a way that I can use in a way that I can use practicallypractically

To learn how to successfully To learn how to successfully work on a group projectwork on a group project

To learn to understand the To learn to understand the group dynamicgroup dynamic

To share my ideas and provide To share my ideas and provide input into group activitiesinput into group activities

I want to pass this course.I want to pass this course.

I want to understand the I want to understand the material presented.material presented.

I want to be able to apply the I want to be able to apply the material presented.material presented.

I want to be able to work I want to be able to work successfully in a group.successfully in a group.

I want to learn about group I want to learn about group dynamics.dynamics.

I want to be able to share my I want to be able to share my ideas and provide input into ideas and provide input into group activities.group activities.

Rebecca’s Needs AssessmentRebecca’s Needs Assessment(Cont’d)(Cont’d)

What is in my What is in my toolbox?toolbox?

What are my needs?What are my needs? What outcomes do I What outcomes do I expect?expect?

I am a single mother and find it I am a single mother and find it difficult to find the time outside difficult to find the time outside of the classroom to do of the classroom to do assignments. Working all day assignments. Working all day and some weekends makes it and some weekends makes it difficult to find the time.difficult to find the time.

I have a hard time making ends I have a hard time making ends meet, so I am not sure how I am meet, so I am not sure how I am going to pay for this course.going to pay for this course.

Finding the time outside of the Finding the time outside of the classroom to complete course classroom to complete course work .work .

Using the certificate from this Using the certificate from this course to get a higher paying course to get a higher paying job.job.

Finding financial assistance to Finding financial assistance to help pay for this course.help pay for this course.

I want to be able to find time to I want to be able to find time to do course work.do course work.

I want a higher paying job.I want a higher paying job.

I want to be able to pay for this I want to be able to pay for this course, without causing undo course, without causing undo hardship.hardship.

What next?► Now that the teacher has the information from Rebecca’s Needs

Assessment, he will put this information in a type of learning contract to determine responses to each of her needs.

► This learning contract will include a list of Rebecca’s needs, the teacher’s proposed responses to these needs, a target date for using the responses, and the theory that supports the response.

► Once the learning contract is done, the teacher will sit down privately with Rebecca to discuss the information. Rebecca will also have the opportunity to make changes or add suggestions. Both the teacher and Rebecca must agree with the final learning contract.

► The teacher will touch base with Rebecca throughout the course to make sure that she is on track.

Learning ContractLearning ContractNeedNeed ResponseResponse Target Date and Target Date and

TheoryTheoryI have completed high school but I have completed high school but struggled with my courses.struggled with my courses. To To pass this course, I need to be pass this course, I need to be successful in each assignment and successful in each assignment and task.task.

ASD students have trouble ASD students have trouble completing assignments in a completing assignments in a group environment.group environment.

Present an organized course with Present an organized course with clearly defined elements and clearly defined elements and expectations.expectations.

Connect current learning to past Connect current learning to past experiences and to show how new experiences and to show how new methods of learning can enhance methods of learning can enhance students goals and objectives students goals and objectives outside of classroom.outside of classroom.

Outline role of group and ensure Outline role of group and ensure student understands the student understands the expectations of all group expectations of all group members. members.

Avoid placing student in a position Avoid placing student in a position in which she will fail. Situations in which she will fail. Situations should encourage successshould encourage success

Present course outline and Present course outline and expectations in the first class expectations in the first class (Maslow’s Hierarchy of Needs)(Maslow’s Hierarchy of Needs)

Provide feedback throughout Provide feedback throughout course, during and immediately course, during and immediately after assignments or tasks after assignments or tasks (Bandura’s Social Learning (Bandura’s Social Learning Theory)Theory)

Set the tone during the first class Set the tone during the first class (Maslow’s Hierarchy of Needs)(Maslow’s Hierarchy of Needs)

Discuss targets in the first class Discuss targets in the first class and repeat for each task or and repeat for each task or assignment (Maslow’s Hierarchy of assignment (Maslow’s Hierarchy of Needs)Needs)

Outline roles at the beginning of Outline roles at the beginning of group work project (Maslow’s group work project (Maslow’s Hierarchy of Needs)Hierarchy of Needs)

Make connections throughout Make connections throughout course for each assignment or course for each assignment or task (Kolb’s Experiential Learning task (Kolb’s Experiential Learning Theory)Theory)

Learning ContractLearning Contract(Cont’d)(Cont’d)

NeedNeed ResponseResponse Target Date and Target Date and TheoryTheory

My work at the nursery is very My work at the nursery is very important to me and now this important to me and now this course is a requirement.course is a requirement.

I am a single mother and find it I am a single mother and find it difficult to find the time outside difficult to find the time outside of the classroom to do of the classroom to do assignments. Working all day assignments. Working all day and some weekends makes it and some weekends makes it difficult to find the time.difficult to find the time.

I have a hard time making ends I have a hard time making ends meet, so I am not sure how I am meet, so I am not sure how I am going to pay for this course.going to pay for this course.

Provide confidence boost Provide confidence boost through regular input and through regular input and feedback.feedback.

Create realistic targets for Create realistic targets for achievement.achievement.

Create a positive environment Create a positive environment that fosters good will among all that fosters good will among all students.students.

Balance family and work Balance family and work responsibilities by finding other responsibilities by finding other ways to learn the material, e.g. ways to learn the material, e.g. online presentations, so she online presentations, so she doesn’t always have to attend doesn’t always have to attend class (in case her daughter is class (in case her daughter is sick, for example).sick, for example).

Access financial assistance by Access financial assistance by researching scholarships or researching scholarships or bursaries offered by the school bursaries offered by the school or her work place.or her work place.

Consider students skills before Consider students skills before each assignment or task each assignment or task (Bandura’s Social Learning (Bandura’s Social Learning Theory)Theory)

Develop a plan to balance Develop a plan to balance responsibilities at the beginning of responsibilities at the beginning of the course (Maslow’s Hierarchy of the course (Maslow’s Hierarchy of Needs)Needs)

Research sources of funding as soon Research sources of funding as soon as possible—each bursary and as possible—each bursary and scholarship may have their own scholarship may have their own deadlines to apply (Maslow’s deadlines to apply (Maslow’s Hierarchy of Needs)Hierarchy of Needs)

So what happened?So what happened?

► Rebecca successfully completed the course.Rebecca successfully completed the course.

► She is now able to participate in group work and understands that her She is now able to participate in group work and understands that her contribution is valuable for her and others. Collaborating with peers contribution is valuable for her and others. Collaborating with peers certainly has it rewards. It is a skill that Rebecca will need to continue certainly has it rewards. It is a skill that Rebecca will need to continue working on throughout her life, but she is now confident she can do it! working on throughout her life, but she is now confident she can do it!

► Rebecca gained confidence in her knowledge and abilities as the Rebecca gained confidence in her knowledge and abilities as the course progressed because of the positive atmosphere. course progressed because of the positive atmosphere.

► When she was not able to attend class, Rebecca had several options When she was not able to attend class, Rebecca had several options for reviewing the class material. For example, it could be accessed via for reviewing the class material. For example, it could be accessed via YouTube or Webinars. The added benefit was that she was able to YouTube or Webinars. The added benefit was that she was able to watch the videos as often as she needed to.watch the videos as often as she needed to.

► When speaking with her boss about workplace funding, she When speaking with her boss about workplace funding, she discovered there was a bursary she could apply for to cover many of discovered there was a bursary she could apply for to cover many of her school costs. She even received a promotion when she completed her school costs. She even received a promotion when she completed the program. Congratulations Rebecca!the program. Congratulations Rebecca!

ReferencesReferences

Centre for Teaching Excellence – University of Waterloo. (n.d.) Centre for Teaching Excellence – University of Waterloo. (n.d.) Meeting Strategies to Help Meeting Strategies to Help Prepare Students for Group WorkPrepare Students for Group Work. Retrieved March 25, 2012, from . Retrieved March 25, 2012, from http://cte.uwaterloo.ca/teaching_resources/tips/meeting_strategies_for_groupwork.html

Durham College. (2011). Durham College. (2011). Unit 4, Cultivating Adult Learning. Unit 4, Cultivating Adult Learning. Retrieved March 1, 2012, from Retrieved March 1, 2012, from the OntarioLearn Moodle site for DU-TEACDECthe OntarioLearn Moodle site for DU-TEACDEC

Durham College. (2011). Durham College. (2011). Unit 5, Diversity of All Adult Learners. Unit 5, Diversity of All Adult Learners. Retrieved Retrieved March 1, 2012, from the OntarioLearn Moodle site for DU-TEACDECMarch 1, 2012, from the OntarioLearn Moodle site for DU-TEACDEC

Durham College. (2011). Durham College. (2011). Unit 2, How Adults Learn. Unit 2, How Adults Learn. Retrieved March 1, 2012, from the Retrieved March 1, 2012, from the OntarioLearn Moodle site for DU-TEACDECOntarioLearn Moodle site for DU-TEACDEC

Durham College. (2011). Durham College. (2011). Unit 1, What is Adult Learning?. Unit 1, What is Adult Learning?. Retrieved March 22, 2012, from Retrieved March 22, 2012, from the OntarioLearn Moodle site for DU-TEACDECthe OntarioLearn Moodle site for DU-TEACDEC

East Durham College. (2012, August 16). A Day in the Life of a Garden Designer [Video file]. East Durham College. (2012, August 16). A Day in the Life of a Garden Designer [Video file]. Retrieved March 28, 2012, from Retrieved March 28, 2012, from http://www.youtube.com/watch?v=iZ5qulYcfhwhttp://www.youtube.com/watch?v=iZ5qulYcfhw

References(Cont’d)

Kwantlen Polytechnic University. (2011). Kwantlen Polytechnic University. (2011). Balancing School and FamilyBalancing School and Family. . Retrieved March 28, 2012, from http://www.kwantlen.ca/student-parent-Retrieved March 28, 2012, from http://www.kwantlen.ca/student-parent-program/balancing-commitments.htmlprogram/balancing-commitments.html

Purdue Agriculture Forestry & Natural Resources. (2011). Purdue Agriculture Forestry & Natural Resources. (2011). Powerpoint Powerpoint PresentationsPresentations. Retrieved March 28, 2012, from . Retrieved March 28, 2012, from http://www.agriculture.purdue.edu/fnr/urbanforestry/index.htmlhttp://www.agriculture.purdue.edu/fnr/urbanforestry/index.html

Rhonda Wynne (n.d.). Characteristics of Adult Learners. Retrieved March 23, 2012, from http://www.assetproject.info/learner_methodologies/before/characteristics.htm

Teaching Research Institute – Western Oregon University. (2005). Teaching Research Institute – Western Oregon University. (2005). Understanding Adult LearnersUnderstanding Adult Learners. Retrieved March 24, 2012, from . Retrieved March 24, 2012, from http://tr.wou.edu/bridges/adult.htm http://tr.wou.edu/bridges/adult.htm

Scholarship-grants.org. (2011). Scholarship-grants.org. (2011). For mature studentsFor mature students. Retrieved March 28, . Retrieved March 28, 2012, from http://scholarship-grants.org/student-scholarships/ontario-2012, from http://scholarship-grants.org/student-scholarships/ontario-scholarships/scholarships/