A brief introduction
I've worked in the field of Adult Basic Education for five years, when I started working with adult ESL and GED students in Mesa County, Colorado. Previously an anthropology major now pursuing a M.Ed. in Adult Education and Human Resources, my goal with this website is to create a space where you can find the tools and resources you need to create meaningful classroom experiences for your adult learners.
Emily McConnell
Adult Learning at Mesa County Libraries
Strategies to Establish Inclusion
According to Wlodkowski and Ginsberg (2017), when learners feel included and able to share their voices and perspectives in class, they are motivated to participate in their learning. A few ways to establish inclusion in the adult education classroom include:
1) Allow for Introductions (p. 152)
This may seem basic, but introducing yourself and allowing others to share about themselves automatically sets a tone of mutual respect amongst class participants. It sets the tone that learners, who they are and where they come from, are valued in your classroom.
2) Share Something of Value with Adult Learners (p. 155)
When possible and authentic, share something about yourself as it relates to the subject matter being taught, including your own "problems, discoveries, research, or new learning" of the material at-hand (p.155). Sharing about your own expreience can help foster connection between you and your learners.
3) Use Collaborative and Cooperative Learning (p. 156)
Wlodkowski and Ginsberg state "When everyone participates, working with a partner or in small groups, generating questions and facing challenges together, collaborative learning methods energize group activity and spontaneity" (p. 156). Organizing cooperative learning activities, which allow adult learners to build their knowledge by actively working together towards common goals, is an effective way for learners to develop individual understanding while also fostering trusting relationships within the classroom.
4) Assess Learners' Current Expectations, Needs, Goals, and Previous Experience as They Relate to Your Course (p.172)
When working with adult learners, it is important to take their reason behind participating in the course into account. Adult Learning Staff will provide some background information to you about your learners before you start teaching; however, we encourage you to speak to your learners about the reasons why they want to improve their English, why they want to get their GED's, etc. If appropriate for your students' levels, consider providing writing opportunities for learners to tell you more about their background, how they learn best, or what they want you to know about them. Using the insight obtained from these activities to guide your teaching enhances the value your learners feel in your classroom.
Source:
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Wlodkowski, R. J., & Ginsberg, M. B. (2017). Enhancing adult motivation to learn: A comprehensive guide for teaching all adults (4th ed.). Jossey Bass.