Older Adults Learning

I. Revisions to the Course Material and Teaching Methods

I want to make several revisions to the course material and teaching methods. To begin with, adult education is very difficult, requiring patience, practicability, and a suitable setting. I assume that since the students are adults, they are more organized and self-directed in class. Based on that, I will create course material based on real-world tasks and issues (Knowles, 1975).

II. Motivation and Engagement

As a motivator, I can use intrinsic rewards and interest. Adults aged 55 to 70 are self-motivated and know what they desire. For example, the majority of people in this group pay their own school fees. This means they are ready to forego all other pleasures and needs to study. In this connection, I would engage them maturely and avoid and form of punishment. To add on that, such adults either have children schooling, hence as they advise them to take education seriously they are likely to apply such advice in their learning.

III. Informal Teaching Process

On the teaching process, I will try as much as possible to be informal (Knowles, 1975). This is because adults have their own respects, therefore to fit in their category and learning process I need to create environment of mutual respect. By being informal I will also create collaborative scenes in learning. Collaboration promotes mature discussion between the teacher and the student such that they feel free to share any information (Knowles, 1975). On the other hand, collaboration also promote openness amongst the teacher and student.

IV. Designing a Learning Plan

In designing a learning plan, instead of using content units I would use learning projects. Projects provides an opportunity for the students to do practical aspects related to the topic. In other words, the students will do some researches on their own with minimal involvement of supervision. Instead of focussing on course syllabus, I would major in learning contracts (Knowles, 1975). This means that I will divide the course content into different timeframes, such that every topic has deadline instead of concentrating on the entire material or information coverage (Knowles, 1975). Also, since adults are self-driven, I will design the plan of learning in terms of their readiness.

V. Practice and Feedback

I would give each learner adequate time and opportunity to practice everything I have taught. As a matter of fact, each older person who enroll for studies is looking for practical aspects and its application (Knowles, 1975). Hence by allowing them to practice what they have captured instills sufficient information in their memory. Differently, I will avoid under and over arousal, since their memory is quite low. Also their teaching and learning is more than mental exercise and stimulation. I will also review their performance by frequently receiving their feedback on progress and additional requirements (Glass, 1996). This will assume the significance as transforming and liberating concept that endorses principles of dialogue and collectivity.

VI. Issues of Control

On the issues of control, I would apply the question of control, as a teacher I will remain in charge of the class. In this case I will direct learning and will remain with power to direct and set the objectives on what and how the students will learn. B y using andragogical approach I will help the students to take greater control of several learning aspects in every circumstance.

VII. Teaching Techniques

On the teaching techniques, I would use self-pacing to avoid the adults feel pressure. I would create physical environment with comfortable furniture easy access and regulated temperature (Glass, 1996). I will allow the students to sit closer to me, preferably in a semi-circle or circle. I will use quite room with no noise. I will face the learner speaking distinctly and slowly. I will use large print, uncluttered handouts. I will also repeat queries from the audience.

VIII. Timing and Speed Changes

On timing and speed changes, I will allow adequate time for mastering new knowledge and skills. I will avoid activities that need speed. I will allow time for questions as well as answers (Glass, 1996).

IX. Changes in Attitude

On changes in attitude, I will answer elder’s area of interest. I will use non-threatening learning environment. I will ensure early process of learning and I will focus more on structured learning activities with clear expectations, objectives and directions.

X. Learning Capacity and Memory Changes

On learning capacity, I will use older adults as tutors. I provide significant and relevant tasks. I will reassure the students of their capabilities. On memory changes I will use cues (signals or hints) to help with memory retrieval (Glass, 1996). I will help the learners to use mnemonics for easy memory. I will assist the learners to see the relevance of fresh learning.

XI. Changes in Morale and Ability

On changes in morale and ability, I will give ways for the students to continue working on long term capabilities and interests and develop fresh ones. I will reinforce successes of learning (Glass, 1996). I will provide the experiences to upsurge competency and self-esteem and social, physical and mental health. I will create significant learning experiences comprising ones linked to coping strategies.

Resources

Glass, J. C. (1996). Factors affecting learning in older adults. Educational Gerontology. 22(4), 359-372.

Knowles, M. (1975). Self-directed learning. New York: Cambridge.