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
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.
- 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.
- Select and critically apply a range of relevant primary and secondary sources including practitioner, theoretical and research-based evidence to support learner needs.
- 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 |
|---|---|
| Teaching | 30 |
| Independent Study | 120 |
| Total study time | 150 |
Resources & Reading list
Sutton, B (2014). Teaching and Learning On-Line: Pedagogies for New Technology.
Moore, A (2012). Teaching and Learning : Pedagogy, Curriculum and Culture.
Egan, G. (1993). The Skilled Helper.
Brockbank, A (2013). Facilitating Reflective Learning: Coaching, Mentoring & Supervision.
Hendrick, C & Macpherson, R (2017). What does this look like in the classroom? .
Earwaker, J. (1992). Helping and Supporting Students: rethinking the issues.
Carter, T. (2012). In hope of transformation : teaching and practice through relational practice in the Adult Learning Classroom.
Rogers, J. (2009). Coaching Skills : A Handbook.
Henry, B (2011). Coaching, Mentoring and Supervision for Work place Learning.
Duckworth, A (2017). The Power of Passion & Perseverance .
Knowles, M. et al. (2011). The Adult Learner :the definitive classic of adult education and human resource development.
Benson, P. (2011). Beyond the Language Classroom.
NIACE (2007). Safer Practice, Safer Learning - A whole-organisation approach to safeguardingvulnerable adults for the learning and skills sector.
Aubrey, K & Riley, A (2017). Understanding & Using Educational Theories .
Daloz, L (2012). Mentor : Guiding the journey of adult learners.
Lesgold, A. (2012). Improving Adult Literacy Instruction : Supporting, Learning & Motivation.
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% |
Repeat
| Method | Percentage contribution |
|---|---|
| A Learner Case Study & Commentary (1000 words) | 40% |
| Assignment (2000 words) | 60% |
Referral
| Method | Percentage contribution |
|---|---|
| A Learner Case Study & Commentary (1000 words) | 40% |
| Assignment | 60% |
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.