A curriculum describes the steps to be followed in the implementation of the learning and teaching process of a particular subject. Its contents include; teaching methodologies, teaching aids, content breakdown, and time allocation to the different parts of the content. This paper develops a mathematics curriculum for adult learners based on the motivational framework of Ginsberg and Wlodkowski. The motivational frameworks are based on inclusion, attitude development of meaning, and competency (Margery, 2011). In the process of curriculum development, it is important to understand the learning characteristics and abilities of the learner. The adult learners comprise of diverse learning abilities; hence, an adult curriculum should seek to address the diverse nature of the learner (Margery and Wlodkowsk, 2009). The curriculum should also strive to develop the learners’ attitude to the subject, have a meaning to the learner, and develop their competency.
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An Adult Education Curriculum for Mathematics
This curriculum is based on the following objectives;
- The learner should be able to apply number counting and sense to develop real-life problems
- Apply the skills of typical measurement to develop real-life problems
- Apply the geometric knowledge to identify and solve real-life problems
|Topic||The skill Application and learning activity|
The tools used in the curriculum to promote the motivational framework of Ginsberg and Wlodkowski
Ginsberg and Wlodkowski’s motivational framework emphasize inclusion, attitude, creation of meaning, and development of competency (Wlodkowski, 2008). In order to achieve inclusion, the curriculum suggests a variety of learning activities that are friendly to both gender and different learning capabilities. Learning activities suggested in the curriculum revolve around reading, writing, calculating, measuring, and recording, all of which can be undertaken by all students with ease. The curriculum puts weight on activities that are relevant to real-life situations to create meaning for the students. By drawing examples from real-life examples, the learner is able to connect the information learned in class with what they physically see outside class (Wlodkowski, 2008). There is also a greater emphasis on hands-on activities to empower the students in terms of competency and development of the right attitude towards the subject.
Margery, G. (2011). A Transformative Professional Learning: A System to Transform Teacher and Student Learning. London: Sage Ltd.
Margery, G. and Wlodkowski, R. (2009). Diversity and Motivation: Culturally Responsive Teaching in College. New York: John Wiley and Sons Inc.
Wlodkowski, R. (2008). Enhancing Adult Motivation to Learn. A Comprehensive Guide for Teaching all Adults. New York: John Wiley and Sons Inc.