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Adult Teaching Practice Portfolio Presentation

Adult Teaching Practice Portfolio Presentation. Becca Dawson. Key Lessons Learned On Teaching Adults. The past experiences of the learner are crucial. They are the lens through which the learner sees the world AND all learning experiences.

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Adult Teaching Practice Portfolio Presentation

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  1. Adult Teaching PracticePortfolio Presentation Becca Dawson

  2. Key Lessons Learned On Teaching Adults • The past experiences of the learner are crucial. They are the lens through which the learner sees the world AND all learning experiences. • I made the lesson plan. It is very helpful, but it does not control me. “You’re pirates! Hang the code, It’s more just a.. .. a guideline anyway!” -Elizabeth

  3. Key Lessons I’ve Learned • Adult learners like autonomy. • I need to trust the learner more – I tend to be a little too authoritarian in my teaching if I don’t pay attention to what I’m doing. Effective teaching involves a delicate and nuanced balance between too strict and not assertive enough.

  4. Areas of personal growth • Time management • Structuring activities to meet objectives (NOT vice-versa!) • Diversifying the learning experience by using several different approaches • Critical reflection • Understanding my educational philosophy and teaching style.

  5. SELF-IDENITIFIED AREAS OF WEAKNESS • I have a hard time separating ESL from adult education in my mind. • I need to work on clarifying objectives. • I really like and am good at ongoing evaluation of students, but formal assessments and evaluations seem odd to me. • I NEED to learn how to deal with open class discussion. It is risky.

  6. What would I like to learn more about? • How does all the theory we’ve learned apply to cultural contextualization? What is the easiest way to figure out what methods are preferred in different cultures? • In teaching non-ESL, how can one get around language barriers? One obvious answer is the use of a translator… but are the methods that can be implemented in those situations greatly limited by language barriers? How does that affect the learning experience? Is it better, then, to train people proficient in the language to do the teaching?

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