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
Module Aims
By the end of this module you will show your knowledge and reflective understanding of: Identifying individual and group learning needs; Supporting learners; Equality and diversity considerations; Promoting inclusion; Why we need to keep records
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)
- 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).
Special Features
This module requires the student to have regular contact with learners as part of their role.
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
Knowles, M. et al. (2011). The Adult Learner :the definitive classic of adult education and human resource development.
Brockbank, A (2013). Facilitating Reflective Learning: Coaching, Mentoring & Supervision.
NIACE (2007). Safer Practice, Safer Learning – A whole-organisation approach to safeguarding vulnerable adults for the learning and skills sector.
Moore, A (2012). Teaching and Learning : Pedagogy, Curriculum and Culture.
Rogers, J. (2009). Coaching Skills : A Handbook.
Carter, T. (2012). In hope of transformation : teaching and practice through relational practice in the Adult Learning Classroom.
Daloz, L (2012). Mentor : Guiding the journey of adult learners.
Benson, P. (2011). Beyond the Language Classroom.
Sutton, B (2014). Teaching and Learning On-Line: Pedagogies for New Technology.
Earwaker, J. (1992). Helping and Supporting Students: rethinking the issues.
Egan, G. (1993). The Skilled Helper.
Lesgold, A. (2012). Improving Adult Literacy Instruction : Supporting, Learning & Motivation.
Henry, B (2011). Coaching, Mentoring and Supervision for Work place Learning.
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