EDUC6431 Supporting Individual Adult Learners (September)

Module Overview

This module examines the particular strengths and weaknesses of adult learners and the most appropriate support that should be offered by the teacher. It explores the barriers and enablers to effective learning in adults. This module is taught at M level.

Aims and Objectives

Learning Outcomes

Having successfully completed this module you will be able to:

Identify & plan individual and group learning needs (Initial assessment and diagnostics)
Demonstrate evidence of a knowledge and understanding of the appropriate communications techniques and interpersonal skills for facilitating coaching and support.
Select and critically apply a range of relevant primary and secondary sources including practitioner, theoretical and research-based evidence to support learner needs
Evaluate learners' achievement using suitable data gathering tools.
Analyse the impact of your own professional values and judgements on how you deal with your learners through a case study.
Demonstrate an awareness of Specific Learning Difficulties (SpLD) and the support available to SpLD learners
Plan for the delivery of individual learning sessions using an appropriate range of inclusive teaching and learning strategies
Evaluate your own professional practice with regard to individual and group learning sessions (using feedback from peers and others and with reference to minimum core)
Identify and discuss potential barriers to Adult Learning.
Respond to complex coaching and support issues presented by students that require referral and liaison with other agencies.
Provide ongoing personal support to learners
Ensure access to coaching opportunities and professional support.
Demonstrate evidence of a knowledge and understanding of equal opportunities and diversity in the context of post-compulsory education and training

Syllabus

The syllabus will focus on the learner theories associated with teaching adults in a professional development context. It will explore topics such as student support, differentiation, barriers to learning, Andragogy, self-efficacy and learner motivation. It will consider how experience and reflective learning are key to adult learning and development. It will also require students to explore the support that can be offered to adults with Specific Learning Difficulties (SpLD).

Learning and Teaching

Teaching and learning methods

Teaching will be a mix of formal taught sessions, peer discussion and individual research.

Type	Hours
Independent Study	120
Teaching	30
Total study time	150

Resources & Reading list

NIACE (2007). Safer Practice, Safer Learning - A whole-organisation approach to safeguarding vulnerable adults for the learning and skills sector .

Rogers, J. (2009). Coaching Skills : A Handbook..

Egan, G. (1993). The Skilled Helper.

Daloz, L (2012 ). Mentor: Guiding the journey of adult learners .

Hendrick, C & Macpherson, R (2017). What does this look like in the classroom? .

Egan, G (1993). The Skilled Helper .

Earwaker, J (1992). Helping and supporting students: rethinking the issues .

Lesgold, A (2012). Improving Adult Literacy Instruction: Supporting, Learning and Motivation .

Sutton, B (2014). Teaching and Learning On-Line: Pedagogies for New Technology.

Brockbank, A (2013). Facilitating Reflective Learning: Coaching, Mentoring & Supervision .

Aubrey, K & Riley, A (2017). Understanding & Using Educational Theories .

Moore, A (2012). Teaching and Learning: Pedagogy, Curriculum and Culture.

Henry, B (2011 ). Coaching, Mentoring and Supervision for work place learning .

Benson, P. (2011). Beyond the Language Classroom.

Knowles, M. et al. (2011). The Adult Learner :the definitive classic of adult education and human resource development.

Carter, T (2012). In hope of transformation: Teaching and practice through relational practice in the Adult Learning Classroom.

Duckworth, A (2017). The Power of Passion & Perseverance .

Assessment

Assessment Strategy

Summative assessment. Module must be passed for successful completion of the programme

Formative

Presentation & Peer Discussion

Summative

Method	Percentage contribution
A Learner Case Study & Commentary (1000 words)	40%
Assignment (2000 words)	60%

Repeat

Method	Percentage contribution
A Learner Case Study & Commentary ( words)	40%
Assignment (2000 words)	60%

Referral

Method	Percentage contribution
Assignment	60%
Learner Case Study & Commentary ( words)	40%

Repeat Information

Repeat type: Internal & External

Costs

Costs associated with this module

Students are responsible for meeting the cost of essential textbooks, and of producing such essays, assignments, laboratory reports and dissertations as are required to fulfil the academic requirements for each programme of study.

In addition to this, students registered for this module typically also have to pay for:

Books and Stationery equipment

Recommended texts for this module may be available in limited supply in the University Library and students may wish to purchase reading texts as appropriate.

Please also ensure you read the section on additional costs in the University’s Fees, Charges and Expenses Regulations in the University Calendar available at www.calendar.soton.ac.uk.