EDUC6435 Supporting Individual Adult Learners (January)

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)
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.
Demonstrate evidence of a knowledge and understanding of the appropriate communications techniques and interpersonal skills for facilitating coaching and support.
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
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

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

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

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

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

Henry, B (2011). Coaching, Mentoring and Supervision for Work place Learning.

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

Earwaker, J. (1992). Helping and Supporting Students: rethinking the issues.

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

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

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

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

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

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

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	60%

Referral

Method	Percentage contribution
A Learner Case Study & Commentary	40%
Assignment	60%

Repeat Information

Repeat type: Internal & External