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Reply To: Motivation

Soumaya Beji — Fri, 10 May 2024 10:31:57 +0000

Motivation is a crucial factor in adult education, influenecing the engagement, persistence, and ultimately the sucess of learners. Unlike children whose motivation may be driven by external rewards or the influence of authority figures, adult learners are typically motivated by internal factors such as internal growth, expanding their job opportunities and personal developement.As an educatorn understanding and harnessing this intrinsic motivation is key to creating positive and effective learning environement for adult learners.
One aspect of motivation in adult education is the importance of setting clear goals.Adults are more likely to be motivated when they have a clear understanding of what they are working towards and why is it important to them. By setting achievable and relevant goals, educators can help adult learners stay focused and motivated throughout their learning journey. For example, in a language learning context, setting a goal to be able to hold a conversation in a new language can provide a clear and motivating objective for adult learners.
Another important aspect of motivation for adult education is the role of feedbakc. Adults thrive on timely feedback that is constructive and meaningful. Providing feedback that acknowledges their efforts and highlights areas for improvement can help adult learners stay motivated and engaged in the learning process. Additionnaly, incorporating opportunities for self-assesement and reflection can empower adult learners to take ownership of their learning and stay motivated to achieve their goals.

Intrinsic motivation, or motivation that comes form the inside is particulary important in adult education.Adult are more likely to be motivated when they see the value and relevance of what they are learning to their lives and goals. As an educator, I strive to make learning materials and activities as relevant and meaningful as possible, drawing connections to real-world situations and personal expereinces. This can help adult learners see the immediate benefits of their learning and stay motivated to continue learning.
Motivation plays a critical role in adult education, influencing the engagement, persistence, and sucess of learners. By understanding the inner motivation of adult learners, educators can create a positive and effective learning place that supports learners and help them achieve their goals as adult learners.

Reply To: Adult Education

Soumaya Beji — Fri, 10 May 2024 10:04:02 +0000

Adult education relies on Fundamental principles that are essential for creating effective and engaging learning experiences for adult learners.These principles include motivation, the need for analysis and how learners learn.
Motivation is key factor in adult education, unlike children who may be motivated by external factors such as grades or parental expectations, adult learners are often motivated by internal factors such as personal growth, career developement, or a desire to learn a new skill. AS an adult educator teacher, I have found that tapping into learners’ intrinsic motivation is crucial for keeping them engaged and motivated throughout the learning process. This can be achieved by setting clear goals, providing meaningful feedback, and making the learning relevant to learners’ lives and goals.

Another important principle in adult education is needs analysis. Adult learners come to the classroom with diverse backgrounds, experiences, and learning needs. Conducting a thorough needs analysis allows educators to understand these needs and tailor their instructional strategies accordingly. For example, I have found that adult learners appreciate when the material is relevant to their work or personal lives. By conducting a needs analysis, I can ensure that my lessons are tailored to meet the specific needs and interests of my learners, making the learning experience more meaningful and effective.

Understanding how adult learners learn is also critical in adult education. Adults have unique characteristics and preferences when it comes to learning. For example, adults often prefer learning that is self-directed and experiential, where they can apply new knowledge and skills to real-world situations. As an educator, I strive to incorporate these principles into my teaching practice by providing opportunities for learners to take ownership of their learning and apply it in practical ways.

In conclusion, adult education relies on principles such as motivation, needs analysis, and an understanding of how learners learn. By incorporating these principles into my teaching practice, I can create more effective and engaging learning experiences for my adult learners, helping them achieve their learning goals and reach their full potential.

Reply To: 16.4.2

ZEENA ELGINDI — Thu, 09 May 2024 14:43:52 +0000

I would use more visual aids and try to reduce the teaching talking time. I would also try to bump up the energy of the class to promote contributions to the discussions.

Reply To: 16.4.1

ZEENA ELGINDI — Thu, 09 May 2024 14:42:51 +0000

When the learners make a mistake, she tells them that something was not said correctly and gives them to space to correct their mistake. If they can not, then she asks the other learners for their ideas. Eventually, if no one else can fix the mistake or did not notice there was a mistake, the learner will feed the sentence or word to the learner. This is useful during more controlled, slower discussions when accuracy is important. In other less controlled discussions where the goal is to, perhaps, get a flow of ideas going or bump up the energy level in the class, correcting every small mistake is not as useful. This could prevent the flow of ideas or prevent that learner from contributing again immediately after.

Reply To: Adult Education

Olivier Peronnet — Thu, 09 May 2024 05:22:12 +0000

When approaching adult education it’s important to keep in mind the work of Malcolm Knowles who developed the basic andragogical Principles in 1968. Knowles clearly illustrated the contrast between pedagogy and adult education.
As an educator it’s crucial to understand those differences. First, kids and adults have different cognitive abilities. They also have different ways in building their mental model of the world, and they bring a diverse set of experiences in the classroom. Therefore, the trainer needs to develop a specific approach to teaching adults.
Knowles’ andragogy learning theory is a big help in becoming more proficient with adult learners. They helped me understand some important contrasts between younger and adult learners.
In the first scenario the teacher is in charge of everything, and controls what is being taught, how it’s being taught, and she/he is also responsible for the student’s evaluation. The leaners don’t have much personal experience that the trainer can use as resource and their motivation usually request lot of reinforcement.
On the other hand, when teaching adults, the educator is not in charge anymore but the students are. Adult learners are autonomous, independent, self-directed and self-motivated. They need to be involved in choosing the material they want to learn and the way they want to learn it. Their personal experience is important and should be use as a learning tool as much as possible as well as their needs to learn practical material relevant to their life or career. From the point of view of a trainer the last to points are great assets that can be used to build up students’ knowledge.
I believe that with adult education, the trainer should not “school”, but enable learning by placing the learner in the center of a dynamic process.

Reply To: How learners learn

Paula Toglia — Wed, 08 May 2024 16:08:16 +0000

Life experience is a key point when talking about adult’s education.
But also, motivation. Many times an adult feels more motivated regarding the study of a new language. This compared with young people that maybe do not want to start, but they are simply obeying their parents.

Reply To: 16.5 Language Skills

Alan Monnat — Tue, 07 May 2024 16:15:36 +0000

Whether reading or writing, the micro-skills are the understanding of general and specific information, but also the understanding of details. Generally speaking, the steps take place in this order, but, in my opinion, it could very well be changed, following the natural rhythm of the group conversation.
(for the rest, unfortunately I don’t have access to the English textbook…)

Reply To: Needs Analysis

De Felice Tiziano — Tue, 07 May 2024 15:48:06 +0000

Conducting a comprehensive needs analysis is paramount to crafting effective learning experiences. This process involves delving into the unique requirements, goals, and challenges of each learner, ensuring that instruction is tailored to their individual needs. I’ve written how understanding the specific goals of adult English learners is essential. Some may be focused on improving their language skills for career advancement, while others may be seeking to enhance their communication abilities for personal growth. By identifying these goals early on, I think educators can design targeted instruction that aligns with learners’ aspirations, thus increasing their motivation and commitment to the learning process.

Needs analysis allows educators to identify any challenges or obstacles that learners may encounter along their language learning journey. For example, some learners may struggle with specific language skills such as speaking or writing, while others may face difficulties with language comprehension due to cultural or linguistic differences. By pinpointing these challenges, educators can develop strategies and interventions to address them effectively, providing learners with the support they need to succeed.

Additionally, this helps trainers understand the preferred learning styles and preferences of adult English learners. Educators should aim to create an engaging learning environment that maximises learners’ potential and fosters a sense of ownership over their learning. Furthermore, needs analysis is not a one-time process but rather an ongoing endeavour. As learners progress in their language proficiency, their goals, challenges, and preferences may evolve. Regularly reassessing learners’ needs allows educators to adapt their instruction accordingly, ensuring that it remains relevant and effective throughout their language learning journey.

Reply To: Adult Education

De Felice Tiziano — Tue, 07 May 2024 15:44:59 +0000

Adult English education is a dynamic field that requires a tailored approach to meet the unique needs of learners. Unlike children, adults come to language learning with varied backgrounds, experiences, and motivations. Therefore, it’s essential to recognise these differences and adapt teaching methods accordingly. One crucial aspect of adult English education is understanding the relevance of the material being taught. Adults are more motivated to learn when they can see the practical applications of what they’re studying. For example, lessons can be structured around topics relevant to everyday life, work situations, or social interactions. By connecting learning to real-life scenarios, educators can increase engagement and motivation among adult learners.
Additionally, taking a learner-centered approach is essential in adult education. Recognising that adults bring their own knowledge and experiences to the learning process, educators should incorporate activities that allow for collaboration, critical thinking, and problem-solving. This not only enhances language acquisition but also empowers learners to take ownership of their learning journey.

Reply To: 11.4 Controlled discussion as practice

De Felice Tiziano — Tue, 07 May 2024 14:49:16 +0000

This is to ensure that the students can practice vocabulary they already know and build up fluency of discourse and also internalise all the linguistic features necessary to sustain a controlled discussion. A traditional weave at this stage could feel stiff and repetitive, so this feels a better way for them to experiment more with their vocabulary. The trainer should also make sure that nobody is left out. Some students are naturally confident and want to speak out on a variety of topics, while others might still be quite shy and reserved. All students should get and equal amount of practice and discussion time in the classroom.