Introduction

How much time do you spend speaking in each class? How much time do learners spend speaking? How do you view the transmission of knowledge in your courses? Is it one way from the instructor to the learners? Is it reciprocal? How does the previous knowledge learners have interact with new concepts?

You might have identified a number of different ways of looking at teaching and learning in these images. Now try to find an image that reflects your own view of teaching and learning. What does the image say about the instructor? What does it say about learners? What does it say about the process of learning?

Principles of Adult Learning

No matter your view of the teaching and learning process, it is helpful to have some understanding of the principles of adult learning (andragogy). Understanding the principles of andragogy can help you support all your adult learners.

Setting the Context and Assessing Readiness to Learn

Before beginning a class, it can be helpful to make sure learners know what is going to happen, what they are going to learn, how it applies to their future goals, and how they will demonstrate learning. This can satisfy learners’ need to know and help lower uncertainty.

Activities to set the context:

• Share an agenda for the class
• Share the class learning objectives
• Link the learning objectives to the course outcomes

It can also be very helpful for both learners and the instructors to begin a lesson with a check-in. Consider taking some time to survey learners to see how they are feeling and if they are in a good space to learn. Regularly checking in with learners can help an instructor tailor the delivery of the lesson based on learner feedback. For example, a learner who seems disengaged may actually be exhausted from working all night or staying up with children. A learner who is late may still be learning how to navigate a new city. Whenever asking learners to answer check-in questions, it is helpful for the instructor to also participate. Checking-in allows students and instructors to be present as full humans in the classroom. Some activities for checking in:

• An anonymous poll using Mentimeter, Kahoot etc.
• Asking learners to rate how they are feeling on a scale of 1-10. They can decide whether to elaborate or not.
• Asking learners to quickly draw their personal “weather” today (i.e. sunny, cloudy, stormy). This can be done on paper or on a virtual whiteboard.

Activating Prior Knowledge

Before beginning a lesson, find out what previous knowledge learners have about the topic. This can help clarify for you what knowledge learners already have, what their expectations might be, and what knowledge needs to be covered. This can help build upon the knowledge and experiences learners bring into the classroom with them. It can also help you view this knowledge and experience as an asset that can contribute to learning. This can help ELLs in particular because the knowledge they bring from diverse educational backgrounds can become an asset in the classroom. For example, if you are asking students to write an essay, it is helpful to know what their understanding of, and experience with, essays has been in their previous learning. This can help you build from this knowledge as well as to value and incorporate different modes of knowledge production.

Activities to activate prior knowledge:

• Brainstorming
• Gallery walk
• Questions and Answers
• Group discussion
• KWL charts

Acquiring Knowledge

The portion of a lesson where learners acquire new knowledge is often thought of as “the lecture.” While short presentations of content can still serve a useful purpose, many educators are moving away from the model of an hour-long lecture. While acquiring new language, it is helpful for learners to have an opportunity to make connections between course material and real-world experiences and to have a chance for deeper inquiry.

Activities to acquire new knowledge:

• Mini lessons
• Group discussion
• Think-pair-share
• Listening or viewing
• Jigsaw activities
• Role play
• Journaling

Applying Knowledge

Often, learners do not have a chance to apply their knowledge until they are asked to do a formal assessment. Providing ungraded opportunities to apply knowledge allows learners to consolidate learning. It also provides an opportunity for the instructor to see what has been learned and to adjust further lessons as necessary.

Activities to apply knowledge:

• Exit slips
• Mini presentations
• Case studies
• Debriefing on learning takeaways
• Learning logs

Assessment

Assessment for grades can happen within a lesson. However, it often happens outside of lessons and is a culmination of a number of learning objectives. For more information on assessment, see Module 2.