Course/instructor development

So, You Want to Teach Adults? Here's How


Description
This course was developed to help new or inexperienced instructor learn the fundamentals of effective teaching of adult students. Experienced students will learn some new techniques and theory for engaging students. The instructional objectives include:
1. Identify the differences between pedagogy and andragogy
2. Evaluate the qualities of effective instructors
3. Employ teaching/learning activities based on student preferences
4. Describe elements of effective learning/teaching environments
5. Develop strategies for effective classroom dynamics, including handling problem students

Course Number: 102 Name of elective cou...: So, You Want to Teach Adults? Here's How

Content
  • Introduction
  • Introduction
  • A. Video: Introduction to the Course
  • B. Video: How to Navigate this Course
  • C. Course Manual: Handbook for teaching licensed professionals
  • D. Rules of Engagement
  • E. Your instructor
  • F. Instructional goals and objectives
  • G. Writing Assignment: Why did you want to teach adults?
  • Lesson One: Differences between Pedagogy and Andragogy
  • Lesson One: The Differences between Pedagogy and Andragogy
  • 1.1 Video: Differences between Pedagogy and Andragogy; Malcolm Knowles
  • 1.2 Audio: A Conversation with Malcolm Knowles
  • 1.3 Video: Andragogical assumptions
  • 1.4 Video: More on Andragogy
  • 1.5 Reading/Writing Assignment: Pedagogy vs. Andragogy
  • 1.6 Video: The Role of Motivation and Past Experiences
  • 1.7 Reading Assignment: GAPE and USDOE Standards for Effective Instruction
  • 1.8 Video: Stanley and Iris
  • Lesson Two: Qualities of Effective Instructors
  • Lesson Two: Qualities of Effective Instructors
  • 2.1 Video: The Role of the Adult Educator
  • 2.2 Video and Writing Assignment: Educating Rita
  • 2.3 Survey: Your Teaching Philosophy
  • 2.4 Video: Facilitation
  • 2.5 Reading Assignment: A Critical Definition of Adult Education
  • 2.6 Video/Reading: Zoom and Facilitation
  • 2.7 Reading Assignment: Other Resources: Reading for Later
  • 2.8 Video: An example of Facilitative Techniques
  • 2.9 Video: Appearance
  • 2.10 Writing Assignment: Is This Teacher Appropriately Dressed?
  • 2.11 Video: Speech
  • 2.12 Video An Example of Ineffective Speech
  • 2.13 Video: Other Speech Issues
  • 2.14 Writing Assignment: Your most annoying speech habit
  • 2.15 Video: Another Teaching Example
  • 2.16 Video: Handling questions
  • 2.17 Video: Handouts & Printed Materials
  • 2.18 Writing Assignment: Fix These Slides
  • 2.19 Reading Assignment: Copyright Concerns
  • 2.20 Reading Assignment: 23 Deadly Sins
  • 2.21 Video: What Does This Teacher Do Wrong?
  • Lesson Three: Teaching and Learning Strategies based on Student Preferences
  • Lesson Three: Effective Learning/Teaching Environments
  • 3.1 Video: Learning Preferences
  • 3.2 Reading: The Myth of the Dale’s Cone of Learning
  • 3.3 Video: Learning Styles Don't Exist
  • 3.4 Video: Learning Preferences, not Styles
  • 3.5 Handout: Learning Preferences Inventory
  • 3.6 Video: A teacher Recognizes a Haptic Learner
  • 3.7 Video: A teacher Reaches an Auditory Learner
  • 3.8 Handout: instructional Strategies
  • 3.9 Video: Instructional Strategies
  • 3.10 Writing Assignment: Instructional strategy
  • Lesson Four: Effective Learning/Teaching Environments
  • Lesson Four: Effective Learning/Teaching Environments
  • 4.1 Effective Learning and Teaching Environments
  • 4.2 Writing Assignment: The Worst Classroom
  • 4.3 Video: Classroom Arrangements
  • 4.4 Drawing Assignment: Your Ideal Classroom
  • Lesson Five: Strategies for Effective Classroom Dynamics
  • Lesson Five: Strategies for Effective Classroom Dynamics
  • 5.1 Video: Classroom Dynamics
  • 5.2 Video: Students with Learning Disabilities
  • 5.3 Reading: Adult illiteracy
  • 5.4 Reading Assignment: Learning Disabilities Checklist
  • 5.6 Video: Dealing with Challenging Students
  • 5.6 Video: Your Worst Nightmare
  • 5.7 Video: Interventions
  • 5.8 Diversity and the Adult Classroom
  • CONCLUSION/SUMMARY
  • Conclusion
  • H. Video: Evaluating Effectiveness
  • I. Download: Evaluation Resources
  • J. Reading: Why do we evaluate ourselves and our courses?
  • K. Reading: The Top 50 Teacher Movies Of All Time
  • L. Video: Conclusion
  • M. Now it's your turn. Please provide some feedback.
Completion rules
  • All units must be completed