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 Develop Attitude
According to Wlodkowski and Ginsberg (2017), when learners have a positive attitude towards their class and what they are learning, not only are they motivated to continue to attend, bur their attitudes motivate others to attend and to participate. Ways to develop postive attitudes towards learning include:
1) Use differentiated instruction to enhance successful learning of new content (p. 191)
Differentiated learning offers learners a "range of content and methods to accomplish the same or similar expected learning goals" (p. 191). Learners have the opportunity to achieve the learning goal in multiple capacities, which increases their chance of finding a learning avenue in which they can be successful, and thereby, their chance of having a positive experience and association with the class. Differientated instruction strategies include:
A) Using collaborative and cooperative group study
B) Using peer partners to mentor one another through "challenging aspects of the learning process"
C) Offering a variety of texts/supplemental materials including books, magazines, electronic media, illustrations, diagrams, graphic organizers, or videos
D) Providing adequate time for learners to engage thoroughly in the activity/material
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2) Use assisted learning to scaffold complex learning (p. 192 - 195)
Scaffolding involves providing support for learners during the learning process. It can include providing the content a learner will know, and then slowly removing aspect of the content away until a learner can complete the objective without the additional support. To effectively scaffold an activity, consider what "examples, clues, models, reminders, prompts, and cues to learn" would be useful for your learners to be supported during the learning process. Ways to provide scaffolding in the classroom include the following:
A) Modeling - During modeling, the instructor models the task to be completed by the learner, or, the instructor provides examples of solved problems before asking the learner to complete similar problems.
B) Anticipate difficulties - During the learning process, the learners have the opportunity to discuss things they might not understand
and can gain guidance on, as well as areas where they may feel mistakes are likely to happen during the learning activity. During this
process, the instructor gains critical insight into where learners need additional support.
C) Regulate the difficulty - Before introducing a complex task, introduce simpler tasks that lead up to having the skills and knowledge
to complete the complext task. Remember that without the skills to complete complex tasks, learners will become frustrated by the
learning process.
D) Provide a checklist - When instructors provide guiding questions or "quality criteria" for learners to monitor their learning, students have the opportunity to reflect upon what they have and have not completed in the learning activity, which can help them be
successful in their learning (p. 195).
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3) Promote a growth mindset by helping learners believe they can improve through enhancing their capability, effort, and knowledge (p. 200)
4) Use goal-setting methods (p. 209)
When learners have a growth mindset, in means they believe in their ability to learn, and that they attribute their individual success to their "capability, effort, and knowledge" (200). When they believe in their capabilities to perform in class, they develop positive attitudes towards the class. Ways to promote growth mindsets include:
A) Provide tasks that match or slightly challenge learner's existing capabilities
B) Stressing the "importance of persistance and knowledge" to successfully complete a task before introducing a new learning task" (p.201).
C) To acknowledge and affirm the learning capability of your learners. Phrases to use to do this include: "You seem to be a natural at this," "Great to see your dedication paying off!" or, "I like how you applied what you know about transition words to creating a flawless paragraph" (p. 201).
Setting goals orients learners towards why they are learning, which helps learners keep a positive association with the learning process, and may energize them towards engaging with their learning. Conducting goal setting activities can be simple or complex tasks. According to Wlodkowski and Ginsberg, important components of of goal setting include:
A) Providing time for a learner to determine long and short-term goals. Determine which goals are achievable within your and your
student's capabilities.
B) Determining how the progress towards the goals will be measured. Consider speaking with Adult Learning staff if you'd like to use
learner test scores to help measure learner progress.
C) Planning with the learner to consider potential obstacles, and ways to remove those obstacles.
D) Identifying resourcse and learning processes that will help the learner achieve their goal. When in need of resources to support your learner, consider speaking with Adult Learning staff to locate resources the Adult Learning Center may have readily available.
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.