Making Connections

with the Adult Learner

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Making Connections
with the Adult Learner
Scott Schneider
Dean of Adult Education
Eastern Iowa Community Colleges
sjschneider@eicc.edu
563-328-7682
 Agenda
• Participatory Exercise
• Define Critical Thinking
• Exploration of Adult Learning Theory
• Application of our Understanding
• Discussion
One-Way Street?
High speed accident?
Which car sustained the most damage?
Does the silver car appear drivable?
How many people were to your left?
How many had their hand over their mouth?
Describe the person who took pictures.
Describe the person next to the bike.
What was the weather like?
What color were the cars in the accident?
What is the speed limit at the site?
Who was at fault?
The Face of High School Equivalency
• Low income
• Unemployed or Underemployed
• Lack Self Confidence
• Newfound Intrinsic Motivation
The Face of English Language Learners
• Low English Literacy
• May or May Not Have HS Diploma
• May or May Not Have College
Degree(s)
• Often Struggle with Employment
and Community Assimilation
 Knowing Our Students
Beyond general demographics, what
would we like to know about our
students?
 Knowing Our Students
• Their unique situation
• Their family and work commitments
• Their fears, hesitations, and insecurities
• Their perceived strengths and
weaknesses
• Their short and long term goals
Knowing Our Students

Learning Style
Knowing Our Students

http://www.slideshare.net/larryweas/memletics-learning-style-inventory
 Assessing Learning Style
Visual (spatial): Prefer using pictures, images,
and spatial understanding.
Aural (auditory-musical): Prefer using sound and
music.
Verbal (linguistic): Prefer using words, both in
speech and writing.
Physical (kinesthetic): Prefer using your body,
hands and sense of touch.
Logical (mathematical): Prefer using logic,
reasoning and systems.

http://www.slideshare.net/larryweas/memletics-learning-style-inventory
 Assessing Learning Style

Social (interpersonal): You prefer to learn in

groups or with other people.

Solitary (intrapersonal): You prefer to work

alone and use self-study.

http://www.slideshare.net/larryweas/memletics-learning-style-inventory
Critical Thinking
Vs.
Weighing All Options
Questioning Beliefs
Examining via
multiple lenses
Varying Perspectives
Personal/Professional Bias
 Critical Thinking
Commonly Held Beliefs
Religious or spiritual belief system
Political platform
Role of education
Others?
 Critical Thinking
An Exercise in CT
Bachelor degree attainment
a. Essential for professional success
b. Level playing field
c. Stepping stone to graduate degree
d. Worth the investment
e. Not worth time or money
 Critical Thinking
Critical Debate
Take the opposite position and offer a
supporting argument in a constructive but
convincing manner.
 Critical Thinking
Critical Debate
• Research supported (properly cited)
• Research taken from multiple perspectives
• Consideration of potential bias
• Counterpoints presented constructively
• Facts and educated conclusions vs. opinions
• May or may not alter original beliefs
 Critical Thinking
A formal definition:
“…the intellectually disciplined process of
actively and skillfully conceptualizing,
applying, analyzing, synthesizing, and/or
evaluating information…”

Source: National Council for Excellence in CT (1987)

Constructivist Theory
Constructivism is defined as a process of building
knowledge through a personal connection to the
new information.

It involves active engagement in problem solving

and critical thinking as new information is
applied to the students’ current knowledge base.
 Constructivist Theory

Introducing Vygotsky’s Zone of Proximal Development

 Scaffolds
• Lectures
• Lab Activities
• Discussions
• Internships
• Readings
• Practice Tests
• Field Trips
• Internships
What • Guest
I  Speakers
Zone of Proximal • Online
Can Do
Development Supports
• Contextual
Exercises

Zone of Proximal Development

Transformative Learning
Jack Mezirow
• Induces more far-reaching change in
individual than other kinds of learning

• Experiences which shape the learner and

produce a significant paradigm shift
Transformative Learning
Jack Mezirow
• Often triggered by a significant, life-
altering event (a.k.a. disorienting
dilemma)

• Followed by a period of critical reflection

Transformative Learning
Roles of Instructor
• Establish an environment of trust and
care

• Facilitate sensitive relationships and

topics
Transformative Learning
Roles of Instructor
• Seasoned guidance – serving as an
experienced mentor, engaging in self-
reflection as a means of modeling it for others
• Compassionate criticism – assisting in
questioning their own realities in ways that
would promote transformation
Transformative Learning
Roles of Student
• Share in the responsibility of creating
both the environment and the process

• Be willing to let go of old

conceptualizations of self and the world
Transformative Learning
What are some examples
of disorienting dilemmas
that our students may
encounter?
 Andragogy
Malcolm Knowles
Based upon six guiding principles
 Andragogy
• Adults are internally motivated and self-
directed

• Adults bring life experiences and

knowledge to learning experiences

• Adults are goal oriented

 Andragogy
• Adults are relevancy oriented

• Adults are practical

• Adult learners like to be respected

Andragogy
Andragogy
 Constructivist Theory
Learning Style

Andragogy
ZPD

Transformative Learning
 Strategies
Accessibility
Online Registration
Convenient Scheduling
Options for Engagement
Online/Blended/Flipped/Videoconference
 Strategies
Relevance
Contextual Content
Fit with Goals
Connection to Career Pathway
Student Status in the College
 Strategies
Active/Participative Learning
Collaborative Learning
Student as Teacher
Teacher as Facilitator
Internships
Field Trips/Business Visits
 Strategies
Constructivist Based
Building Upon Life Experiences
Learning Style Assessment
Assessing Prior Learning
 Strategies
Create Expectations
Enhanced Orientation
Tell Them…Teach Them…Tell Them
Practice, Practice, Practice
Learning Outcomes
 Strategies
Incentivize Success
Dual Enrollment Scholarship
Completion Voucher
Making Connections
with the Adult Learner

Discussion
 Discussion
How does this information help us make connections
with adult learners?

What best practices are you using to engage your adult

students in and out of the classroom?

Share your successful strategies or ideas for new

approaches with your group.
Making Connections
with the Adult Learner

Sharing
Making Connections
with the Adult Learner
Scott Schneider
Dean of Adult Education
Eastern Iowa Community Colleges
sjschneider@eicc.edu
563-328-7682