Tuesday, October 22, 2019
Easy Guide to Making Lesson Plans for Adult Students
Easy Guide to Making Lesson Plans for Adult Students Lesson plans for adult education arent difficult to design. Follow these easy steps and see how effective you can be. Every good course design begins with a needs assessment. For our purposes here, weÃ¢â¬â¢re going to assume youÃ¢â¬â¢ve completed this assessment and you understand what your students need and what your objectives are for the course youÃ¢â¬â¢re designing. If you donÃ¢â¬â¢t know your objectives, youÃ¢â¬â¢re not ready to design your course. Like any gathering of people for any reason, itÃ¢â¬â¢s good to begin at the beginning and address who is there, why theyÃ¢â¬â¢ve gathered, what they hope to accomplish, and how theyÃ¢â¬â¢ll accomplish it. Welcome and Introduction Build in 30 to 60 minutes at the opening of your class to conduct introductions and review your objectives and agenda. Your beginning will look something like this: Greet participants as they arrive.Introduce yourself and ask participants to do the same, giving their name and sharing what they expect to learn from the class. This is a good time to include an icebreaker that loosens people up and makes them feel comfortable sharing.Try a fun classroom introduction for the first day of school.Write their expectations on a flip chart or whiteboard.State the objectives of the course, explaining why certain expectations on the list either will or wonÃ¢â¬â¢t be met.Review the agenda.Review housekeeping items: where the restrooms are, when the scheduled breaks are, that people are responsible for themselves and should take a restroom break early if they need one. Remember, youÃ¢â¬â¢re teaching adults. Module Design Divide your material into 50-minute modules. Each module will contain a warm up, a short lecture or presentation, an activity, and a debriefing, followed by a break. At the top of each page in your teacherÃ¢â¬â¢s guide, note the time needed for each section and the corresponding page in the studentÃ¢â¬â¢s workbook. Warm Up Warm-ups are short exercises (5 minutes or shorter) that get people thinking about the topic you are about to cover. It can be a game or simply a question. Self-assessments make good warm-ups. So do icebreakers. For example, if youÃ¢â¬â¢re teaching learning-styles, a learning-style assessment would be a perfect warm up. Lecture Keep your lecture to 20 minutes or less if possible. Present your information in full, but remember that adults generally stop retaining information after about 20 minutes. They will listen with understanding for 90 minutes, but with retention for only 20. If youÃ¢â¬â¢re preparing a participant/student workbook, include a copy of the primary learning points of your lecture, and any slides youÃ¢â¬â¢re planning to use. ItÃ¢â¬â¢s good for students to take notes, but if they have to furiously write everything, down, youÃ¢â¬â¢re going to lose them. Activity Design an activity that gives your students an opportunity to practice what they just learned. Activities that involve breaking into small groups to complete a task or to discuss an issue are good ways to keep adults engaged and moving. It is also a perfect opportunity for them to share the life experience and wisdom they bring to the classroom. Be sure to build in opportunities to take advantage of this wealth of relevant information. Activities can be personal assessments or reflections that are worked on quietly and independently. Alternatively, they can be games, role play, or small group discussions. Choose your activity based on what you know about your students and on the content of your class. If you are teaching a hands-on skill, hands-on practice is a great option. If you are teaching a writing skill, a quiet writing activity may be the best choice.Ã Debriefing After an activity, itÃ¢â¬â¢s important to bring the group back together and have a general discussion about what was learned during the activity. Ask for volunteers to share reactions. Ask for questions. This is your chance to make sure the material was understood. Allow for 5 minutes. It doesnÃ¢â¬â¢t take long unless you discover that learning hasnÃ¢â¬â¢t happened. Take a 10-minute Break ItÃ¢â¬â¢s important to get adult students up and moving every hour. This takes a bite out of your available time, but itÃ¢â¬â¢ll be well worth it because your students will be far more attentive when the class is in session, and youÃ¢â¬â¢ll have fewer interruptions from people who have to excuse themselves. Tip While breaks are important, itÃ¢â¬â¢s crucial that you manage them well and begin again precisely on time, regardless of stragglers, or chatter will get carried away. Students will learn quickly that class begins when you said it would, and youÃ¢â¬â¢ll gain the respect of the entire group. Evaluation End your courses with a short evaluation to determine whether or not your students found the learning valuable. Emphasis on the short. If your evaluation is too long, students wont take the time to complete it. Ask a few important questions: Were your expectations of this course met?What would you have liked to learn that you didnt?What was the most helpful thing you learned?Would you recommend this class to a friend?Please share comments about any aspect of the day. This is just an example. Choose questions that are relevant to your topic. Youre looking for answers that will help you improve your course in the future.
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