Instructional strategies in an English 030 academic upgrading class
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Date
1999
Authors
Koch, Betty Corinne
University of Lethbridge. Faculty of Education
Journal Title
Journal ISSN
Volume Title
Publisher
Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1999
Abstract
Adults who attend academic upgrading English classes do so for amnnber
of very diverse reasons. These range from upgrading their skills for career
development to expanding their literary repertoire in order to help their
grandchildren in school or simply to "expand their minds." Some even return
because they are retired and their spouses want them out of the house! No
matter what their motivation, it is incumbent on instructors to provide learning
experiences that will allow the students to develop critical and creative thinking
skills and! or to be successful in their chosen careers. When planning instruction,
the characteristics of adult upgrading students must be taken into consideration.
One characteristic that these students have in common is past experiences.
First, adults bring a vast array of knowledge to the classroom. They have life
experiences that can be applied in an English classroom and knowledge that can
be shared with others. Students are a valuable resource, and it is necessary that
this is demonstrated to them. Second, many of these individuals have had
negative educational experiences which can impact their ability to learn. They
may dread the return to the classroom - they are often frightened and sometimes
even intimidated by the "institution of education." It is imperative, then, that
they now experience academic and personal success. Therefore, it is important
to develop a positive climate and culture in the classroom. Another characteristic that students possess that must be examined is the
manner in which they learn. There is often a range of learning styles in the
classroom which does not have anything to do with cognitive ability. Therefore,
the students must be made aware of effective learning strategies; as well, the
instructor must be prepared to consider alternative methods of instruction in
order to capture the interest, attention, and ability of as many students as
possible. For example, it is necessary to be aware that many academic upgrading
students find it easier to learn when they are active participants in the learning
process and when the content of the material has relevance to them.
The traditional classroom teaching approach is not the most effective one
when instructing adults. Instructional strategies that will incorporate active
participation and that will give the students the sense that the material is
meaningful to them will be much more productive. Three facilitation models
which embrace the concept of student involvement and the use of relevant
materials are self-directed learning, cooperative learning, and thematic
integration. Incorporating these three instructional strategies in a learnercentred
program which focuses on literature will enhance the learning
experience. As a result, students will more likely be successful in their academic
careers and their personal lives .
Description
viii, 159 leaves ; 29 cm. --
Keywords
Adult education , Adult learning , English literature -- Study and teaching (Secondary)