Introduction
The instructional plan in this paper is for adult learners in a multi-cultural classroom. Greef, Verte, and Segers (2015) reveal that an instructional plan enables teachers to visualize teaching processes and prepare effectively for lessons. This instructional plan is invaluable guidance for the effective teaching of a diverse group of adult learners. Boydell (2016) demonstrates that instructional plans enable teachers to stay on track and to achieve learning objectives. When lessons are planned, educational resources are effectively used to promote the acquisition of knowledge and skills by learners (Vanek, 2016). The instructional plan includes a description of the instructional environment and educational content. The objectives of the class and the characteristics of target learners are also highlighted in the instructional plan. Classroom conditions and learning strategies are also discussed.
Environment and Content
The learning will occur within organizational settings. The subject of the class is the use of new technology to promote teamwork in the workplace. The teaching will last for 5 days. The instruction will be aligned with human resource management objectives on the continuous learning and skill training of employees. Learners will gain new knowledge and skills related to the use of new technologies and collaborative tools to facilitate team activities.
Learning Objective
Learners will be expected to develop new knowledge and skills on the use of new technologies to facilitate teamwork.
Description of Learners
- The learning targets adult learners between the ages of 20 and 40 years.
- Both female and male learners will be enrolled.
- The class will be diverse, including African Americans, Whites, Hispanic Americans, and Asian Americans.
- The class will be composed of a multidisciplinary team of professionals, such as accountants, engineers, clerical staff, and managers.
- The target learners have basic knowledge on the use of technology.
Section II
Summary
The instructional plan is meant for adult learners in a diverse classroom. The learning will take place within organizational settings. It will be part of a continuous training strategy aimed at promoting professional growth and development. The teaching will focus on developing skills and knowledge on the use of new technologies to promote communication and collaboration among members of diverse teams. Male and female learners between the ages of 20 and 40 will be enrolled for the training. The class will be composed of people from different nationalities and ethnic backgrounds. The learners have basic knowledge on the use of computers. The goal of the planned instruction is to enable learners to develop new skills in the use of new technologies, such as wikis, social media, video conferencing, and messaging tools to support teamwork. Learning activities will occur over 5 days. Each lesson will take between 1 and 2 hours. Learners will be encouraged to reflect on their past learning experiences and to share their own learning goals and expectations on the first day of the training. They will also be encouraged to reflect on their past learning experiences to determine the goals they want to achieve at the end of the training. Self-reflection and exploration are effective strategies for teaching adult learners because they are experienced and motivated to learn (Rothes, Lemos, & Gonçalves, 2017).
On the second day, an expert will be invited to engage learners in presentations and discussions on the application of new technologies in teamwork. The speaker will use visual aids to facilitate learning. On the third day, the learners will be given the opportunity of learning new skills and knowledge through experience. Simulations, role-playing, and case studies will be used to facilitate learning. On the fourth day, learners will be engaged in practical sessions designed to enhance their skills in the use of new technologies and collaborative tools to enhance communication and collaboration in teamwork. The practical sessions will be successful because adult learners are practically oriented (Wuestewald, 2016). On the final day of the training, the learners will engage self-assessment and peer-assessment processes meant to determine the success of the training program. The instructor will also assess the students to determine the usefulness of the class to their professional development needs.
References
Boydell, T. (2016). Facilitation of adult development. Adult Learning, 27(1), 7-15.
Greef, M., Verte, D., & Segers, M. (2015). Differential outcomes of adult education on adult learners’ increase in social inclusion. Studies in Continuing Education, 37(1), 62-78.
Rapchak, M. E., Lewis, L. A., Motyka, J. K., & Balmert, M. (2015). Information literacy and adult learners. Adult Learning, 26(4), 135-142. Web.
Rothes, A., Lemos, M. S., & Gonçalves, T. (2017). Motivational profiles of adult learners. Adult Education Quarterly, 67(1), 3-29. Web.
Vanek, J. B. (2016). Blended learning for the adult education classroom. Journal of Research & Practice for Adult Literacy, Secondary & Basic Education, 5(1), 83-86.
Wuestewald, T. (2016). Adult learning in executive development programs. Adult Learning, 27(2), 68-75. Web.