Instructional Plan Proposal: Meeting the Diverse Needs of Adult Learners
Produce an instructional plan. Prepare this for a potential employer, using the following scenario:
You have a job interview for your ideal context and position. The interviewing team has asked that you prepare an instructional plan proposal for the interview. They want to review your understanding of adult learners. Demonstrate what you know about meeting adult learners' diverse needs by creating a proposed plan that details your ideas for teaching them. Describe the kinds of activities and assignments you will have in your classroom and explain why (e.g., cite the literature to explain your approaches and choices in your originally designed instructional plan).
Guidelines:
Plan includes 6-8 specific activities and assignment ideas with descriptions
Plan includes explanations, backed by the literature, for each activity or assignment idea
Plan demonstrates knowledge of adult learners
Instructional Plan Proposal: Meeting the Diverse Needs of Adult Learners
As an educator, I understand the importance of meeting the diverse needs of adult learners in order to create an effective and engaging learning environment. In this instructional plan proposal, I will outline a range of activities and assignments that cater to the unique characteristics and preferences of adult learners. Each activity or assignment will be supported by relevant literature to explain the rationale behind my choices.
1. Icebreaker Activity: Personal Learning Journals
Activity Description: At the beginning of the course, each adult learner will be provided with a personal learning journal. They will be encouraged to reflect on their learning goals, prior knowledge, and expectations for the course. Throughout the program, they will regularly update their journal with reflections on their progress and insights gained.
Explanation: Personal learning journals promote self-reflection and metacognition, which are essential components of adult learning. According to Knowles’ theory of andragogy, adults are self-directed learners who engage in reflective thinking. The use of personal learning journals allows adult learners to take ownership of their learning process and fosters a deeper understanding of the content (Knowles et al., 2015).
2. Group Discussions: Case Study Analysis
Activity Description: Adult learners will be divided into small groups and provided with a case study related to the course content. They will discuss and analyze the case study, applying theoretical concepts to real-world scenarios. Each group will present their findings and engage in a class-wide discussion.
Explanation: Group discussions promote active learning and peer-to-peer interaction, which is highly valued by adult learners. According to Vygotsky’s sociocultural theory, learning occurs through social interaction and collaboration. Group discussions allow adult learners to construct meaning together, share diverse perspectives, and apply theoretical knowledge to practical situations (Merriam & Bierema, 2014).
3. Problem-Solving Activity: Real-Life Scenarios
Activity Description: Adult learners will be presented with real-life scenarios that require them to apply critical thinking skills and problem-solving strategies. They will work individually or in pairs to analyze the situation, identify possible solutions, and propose an action plan.
Explanation: Problem-solving activities provide adult learners with opportunities to apply their knowledge and skills in authentic contexts. According to Mezirow’s transformative learning theory, adult learners undergo transformative learning when they critically reflect on their assumptions and beliefs. Problem-solving activities facilitate this process by challenging their existing perspectives and encouraging new ways of thinking (Mezirow, 2000).
4. Experiential Learning Assignment: Field Work
Assignment Description: Adult learners will complete a field work assignment that involves applying course concepts in a real-world setting. They will be required to observe, interact, and reflect on their experiences, connecting theory to practice.
Explanation: Experiential learning is a powerful instructional approach for adult learners. Kolb’s experiential learning theory suggests that adults learn best through concrete experiences followed by reflective observation and abstract conceptualization. Field work assignments provide hands-on experiences that bridge the gap between theory and practice, enhancing adult learners’ understanding (Kolb, 2014).
5. Technology-Based Activity: Online Discussion Forums
Activity Description: Adult learners will participate in online discussion forums where they can engage in asynchronous discussions about course topics. They will be encouraged to share their thoughts, ask questions, and provide feedback to their peers.
Explanation: Online discussion forums leverage the flexibility and convenience of technology to cater to adult learners’ busy schedules. According to Garrison and Anderson’s Community of Inquiry framework, online discussions create a sense of community among learners, promote critical thinking, and encourage active participation (Garrison et al., 2020). This activity allows adult learners to engage in collaborative learning regardless of time or location constraints.
6. Reflective Assignment: Learning Portfolio
Assignment Description: Adult learners will maintain a learning portfolio throughout the course, which includes samples of their work, reflections on their learning journey, and evidence of growth and development. They will submit a final reflective assignment that summarizes their learning experience.
Explanation: Learning portfolios serve as a comprehensive record of adult learners’ achievements and reflections. They align with the principles of transformative learning as they encourage adult learners to critically reflect on their growth and development throughout the course (Cranton & Carusetta, 2004). This reflective assignment supports metacognitive processes and helps adult learners make connections between their experiences and new knowledge.
By incorporating these activities and assignments into my instructional plan, I aim to meet the diverse needs of adult learners. These approaches align with key theories of adult learning such as Knowles’ theory of andragogy, Vygotsky’s sociocultural theory, Mezirow’s transformative learning theory, Kolb’s experiential learning theory, and Garrison and Anderson’s Community of Inquiry framework. By fostering reflection, active participation, collaboration, application of knowledge in real-world contexts, and integration of technology, this instructional plan promotes an engaging and effective learning experience for adult learners.
References: Cranton, P., & Carusetta, E. (2004). Perspectives on authenticity in teaching. Adult Education Quarterly, 55(1), 5-22. Garrison, D. R., Anderson, T., & Archer, W. (2020). Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education. The Internet and Higher Education, 2(2-3), 87-105. Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development. FT press. Knowles, M. S., Holton III, E. F., & Swanson, R. A. (2015). The adult learner: The definitive classic in adult education and human resource development. Routledge. Merriam, S. B., & Bierema, L. L. (2014). Adult learning: Linking theory and practice. John Wiley & Sons. Mezirow, J. (2000). Learning as transformation: Critical perspectives on a theory in progress. Jossey-Bass.