Supporting Individual Adult Learners (January)

Learning Outcomes

Learning Outcomes

Having successfully completed this module you will be able to:

• Demonstrate an awareness of Specific Learning Difficulties (SpLD) and the support available to SpLD learners
• Planning for the delivery of individual learning sessions using an appropriate range of inclusive teaching and learning strategies
• Identify & plan individual and group learning needs (Initial assessment and diagnostics)
• Identify and discuss potential barriers to Adult Learning
• 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.
• Respond to complex coaching and support issues presented by students that require referral and liaison with other agencies
• Ensure access to coaching opportunities and professional support.
• Provide ongoing personal support to learners
• Demonstrate evidence of a knowledge and understanding of equal opportunities and diversity in the context of post-compulsory education and training.
• 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)
• Demonstrate evidence of a knowledge and understanding of the appropriate communications techniques and interpersonal skills for facilitating coaching and support.
• Demonstrate evidence of a knowledge and understanding of the appropriate communications techniques and interpersonal skills for facilitating coaching and support.

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).

Teaching and learning methods

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

Resources & Reading list

Textbooks

Earwaker, J. (1992). Helping and Supporting Students: rethinking the issues. Buckingham: SRHE & Open University.

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

Egan, G. (1993). The Skilled Helper. London: Brooks/Cole.

Henry, B (2011). Coaching, Mentoring and Supervision for Work place Learning. Springer Science & Business Media.

Benson, P. (2011). Beyond the Language Classroom. Pallgrave,: Macmillan.

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

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

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

Daloz, L (2012). Mentor : Guiding the journey of adult learners. San Fransisco: Jossey-Bass.

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

Lesgold, A. (2012). Improving Adult Literacy Instruction : Supporting, Learning & Motivation. National Academies Press.

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

Rogers, J. (2009). Coaching Skills : A Handbook. Maidenhead: Open University Press.

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

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

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

Assessment strategy

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

Formative

This is how we’ll give you feedback as you are learning. It is not a formal test or exam.

Summative

This is how we’ll formally assess what you have learned in this module.

Referral

This is how we’ll assess you if you don’t meet the criteria to pass this module.

Repeat

An internal repeat is where you take all of your modules again, including any you passed. An external repeat is where you only re-take the modules you failed.

Repeat Information

Repeat type: Internal & External