In recent years, educators are increasingly relying on adult education to bring about social change through community development initiatives implemented at the grassroots level. Indeed, studies have deliberated on the social role of adult education in terms of empowering populations and contributing to the development of communities (Glassman, Erdem and Bartholomew 273-274; Guo 107-108). This blog undertakes an exploration of a professional agency involved in adult education to support the argument that the adult learning curriculum should be based on social action and community development rather than on individual problems and needs.
The professional agency in question is the American Association for Adult and Continuing Education (AAACE). The statement underscores the need for the adult learning curriculum to be grounded on social action and community development initiatives. This stand has been reinforced in the vision/purpose statement of the AAACE, which notes the association “is dedicated to the belief that lifelong learning contributes to human fulfillment and positive social change” (American Association for Adult and Continuing Education par. 1). I am of the opinion that adult education initiatives should be focused on triggering social change by empowering community members and upgrading their knowledge and skills to fully participate in local activities. Adult education, in my view, should not be concerned with addressing individual problems. On the contrary, it should be focused on assisting community members to acquire the skills, knowledge, and values needed to bring about social change by leading fruitful and fulfilling lifestyles (American Association for Adult and Continuing Education par. 1). As a future adult educator, this information is important as it will help me to consider the needs of the community when preparing the curriculum.
Teaching Methods
The three most important teaching methods for adult learners include team teaching, step-by-step teaching, as well as contextualized teaching. Team teaching is an important strategy that is used by educators to convey systems thinking (ability to work with other people in teams) to adult learners and communities. It is important as it uses group dynamics to (a) negotiate relationships among adult learners, (b) provide an applicable and integrated curriculum and pedagogy, and (c) focus on the learners’ capability to construct knowledge (Laughlin, Nelson and Donaldson 11-13). Step-by-step teaching method “is a researcher-designed innovative process that takes the adult learner, step-by-step, from his present level of understanding to the required level” (McDonald 357). It is important as it assists learners to understand fundamental concepts, particularly in mathematics and sciences. Contextualized teaching revolves around increasing transferability, attention, and motivation among adult learners by teaching them valuable life skills and facilitating the learning of abstract reasoning (Showalter, Wollet and Reynolds 23-23). Its ability to teach important life skills underscores its importance.
At a personal level, I might use team teaching to develop social interactions among students based on my belief that optimal learning takes place in socially conducive environments. I have a firm philosophy that adults should be taught in small groups in order to spur positive interactions, which in turn trigger social change. I might use step-by-step teaching to enhance the level of understanding when engaging adult learners in complex subjects such as mathematics. Lastly, I might use contextualized teaching not only to develop the learners’ abstract reasoning capabilities but also to maintain relevancy in teaching and learning. The three teaching methods fit into my teaching style as I employ a student-centered approach to spur classroom interactions, enhance understanding of complex concepts, and improve learner motivation. The teaching methods fit into my conception (philosophy) of teaching because I always believe that action learning is essential in allowing small groups of adult learners to translate their newly acquired skills and knowledge into small group projects.
Works Cited
American Association for Adult and Continuing Education. Who we Are 2015. Web.
Glassman, Michael, Gizem Erdem, and Mitchell Bartholomew. “Action Research and its History as an Adult Education Movement for Social Change.” Adult Education Quarterly. 63.3 (2012): 272-288. Academic Search Premier. Web.
Guo, Shibao. “Adult Education for Social Change: The Role of Grassroots Organizations in Canada.” Convergence. 39.4 (2006):107-122. ERIC. Web.
Laughlin, Kevin, Peggy Nelson, and Susan Donaldson. “Team Teaching with Adult Learners.” Journal of Adult Education. 40.1 (2011): 11-18. ERIC. Web.
McDonald, Betty. “A Step-by-Step Teaching Technique for Teachers with Adult Students of Mathematics.” Adult Education Quarterly. 63.4 (2013): 357-372. Academic Search Premier. Web.
Showalter, Daniel A., Chelsea Wollet, and Sharon Reynolds. “Teaching a High-Contextualized Mathematics Curriculum to Adult Basic Learners.” Journal of Research and Practice for Adult Literacy. 3.2 (2014): 21-34. ERIC. Web.