ptlls
PTLLS
CHAPTER ONETeaching and Learning
Adult Learning
They are aged 16 and above and do the courses for many reasons such as: further education, work-based, adult and community learning centre, etc in order to learn for their own benefits or to enhance their job role.
Here is some important aspects of adult learning you should consider:
Adults are more confident to ask questions and challenge theories. If you cannot answer their questions, say you will find out and make sure you do. So be Honest and Admit your mistakes.
Adults are keen to tell you how they have learnt from their mistakes.
Always plan tasks in logical order; relating theory to practice and involve learners with discussions of their own experiences; recap and summarise topics, repeat key words and ask questions to check learning; try not to do too much or complicate your delivery; keep things simple.
Adults usually arrive on time, have the necessary materials. However, you need to consider personal circumstances.
If a learner arrives late, smile and welcome them, give them time to settle down and tell them what you are doing at the moment.
You can be on first-name terms with adults and have an informal delivery style.
Treat adults as adults-they are not children.
In special circumstances, treat them as individuals.
When giving homework, make sure you give clear target dates.
Sometimes, you need to check their progress by making phone calls or exchanging emails with them.
In conclusion, adults should be treated with respect and be given credit for their experiences along with more responsibility and trust.
Ground Rules
All learners require boundaries, so it helps everyone know their limits.
You as a teacher, should be organised and professional; be on time; state what’s going to be delivered; recapping points along the way and summarise at the end.
Here is the list of examples of ground rules you should set for your class:
Arrive on time;
Switch off mobile phones;
Be
CHAPTER ONETeaching and Learning
Adult Learning
They are aged 16 and above and do the courses for many reasons such as: further education, work-based, adult and community learning centre, etc in order to learn for their own benefits or to enhance their job role.
Here is some important aspects of adult learning you should consider:
Adults are more confident to ask questions and challenge theories. If you cannot answer their questions, say you will find out and make sure you do. So be Honest and Admit your mistakes.
Adults are keen to tell you how they have learnt from their mistakes.
Always plan tasks in logical order; relating theory to practice and involve learners with discussions of their own experiences; recap and summarise topics, repeat key words and ask questions to check learning; try not to do too much or complicate your delivery; keep things simple.
Adults usually arrive on time, have the necessary materials. However, you need to consider personal circumstances.
If a learner arrives late, smile and welcome them, give them time to settle down and tell them what you are doing at the moment.
You can be on first-name terms with adults and have an informal delivery style.
Treat adults as adults-they are not children.
In special circumstances, treat them as individuals.
When giving homework, make sure you give clear target dates.
Sometimes, you need to check their progress by making phone calls or exchanging emails with them.
In conclusion, adults should be treated with respect and be given credit for their experiences along with more responsibility and trust.
Ground Rules
All learners require boundaries, so it helps everyone know their limits.
You as a teacher, should be organised and professional; be on time; state what’s going to be delivered; recapping points along the way and summarise at the end.
Here is the list of examples of ground rules you should set for your class:
Arrive on time;
Switch off mobile phones;
Be