Module overview
This module examines the particular strengths and weaknesses of adult learners and the most appropriate support that should be offered by the teacher. It explores the barriers and enablers to effective learning in adults. This module is taught at M level.
Aims and Objectives
Learning Outcomes
Learning Outcomes
Having successfully completed this module you will be able to:
- Demonstrate evidence of a knowledge and understanding of the appropriate communications techniques and interpersonal skills for facilitating coaching and support.
- Evaluate learners' achievement using suitable data gathering tools.
- Provide ongoing personal support to learners
- Plan for the delivery of individual learning sessions using an appropriate range of inclusive teaching and learning strategies
- Demonstrate evidence of a knowledge and understanding of equal opportunities and diversity in the context of post-compulsory education and training
- Identify & plan individual and group learning needs (Initial assessment and diagnostics)
- Evaluate your own professional practice with regard to individual and group learning sessions (using feedback from peers and others and with reference to minimum core)
- Demonstrate an awareness of Specific Learning Difficulties (SpLD) and the support available to SpLD learners
- Respond to complex coaching and support issues presented by students that require referral and liaison with other agencies.
- Identify and discuss potential barriers to Adult Learning.
- Ensure access to coaching opportunities and professional support.
- Select and critically apply a range of relevant primary and secondary sources including practitioner, theoretical and research-based evidence to support learner needs
- Analyse the impact of your own professional values and judgements on how you deal with your learners through a case study.
Syllabus
The syllabus will focus on the learner theories associated with teaching adults in a professional development context. It will explore topics such as student support, differentiation, barriers to learning, Andragogy, self-efficacy and learner motivation. It will consider how experience and reflective learning are key to adult learning and development. It will also require students to explore the support that can be offered to adults with Specific Learning Difficulties (SpLD).
Learning and Teaching
Teaching and learning methods
Teaching will be a mix of formal taught sessions, peer discussion and individual research.
| Type | Hours |
|---|---|
| Independent Study | 120 |
| Teaching | 30 |
| Total study time | 150 |
Resources & Reading list
Textbooks
Duckworth, A (2017). The Power of Passion & Perseverance. London: Vermillian.
Rogers, J. (2009). Coaching Skills : A Handbook.. Maidenhead: Open University Press.
Henry, B (2011). Coaching, Mentoring and Supervision for work place learning. Springer Science & Business Media.
Egan, G. (1993). The Skilled Helper. London: Brooks/Cole.
Earwaker, J (1992). Helping and supporting students: rethinking the issues. Buckingham: SRHE & Open University.
Sutton, B (2014). Teaching and Learning On-Line: Pedagogies for New Technology. New York: Routledge.
Egan, G (1993). The Skilled Helper. London: Brooks/Cole.
NIACE (2007). Safer Practice, Safer Learning - A whole-organisation approach to safeguarding vulnerable adults for the learning and skills sector.
Lesgold, A (2012). Improving Adult Literacy Instruction: Supporting, Learning and Motivation. National Academic Press.
Aubrey, K & Riley, A (2017). Understanding & Using Educational Theories. London: Sage.
Carter, T (2012). In hope of transformation: Teaching and practice through relational practice in the Adult Learning Classroom. Information Age Publishing.
Moore, A (2012). Teaching and Learning: Pedagogy, Curriculum and Culture. London: Routledge.
Knowles, M. et al. (2011). The Adult Learner :the definitive classic of adult education and human resource development. Butterworth, Heinnman.
Daloz, L (2012). Mentor: Guiding the journey of adult learners. San Francisco: Jossey-Bass.
Hendrick, C & Macpherson, R (2017). What does this look like in the classroom?. Woodbridge: John Catt.
Benson, P. (2011). Beyond the Language Classroom. Pallgrave: Macmillan..
Brockbank, A (2013). Facilitating Reflective Learning: Coaching, Mentoring & Supervision. Philadelphia: Kogan Page.
Assessment
Assessment strategy
Summative assessment. Module must be passed for successful completion of the programme
Formative
This is how we’ll give you feedback as you are learning. It is not a formal test or exam.
Presentation & Peer Discussion
- Assessment Type: Formative
- Feedback: Oral Feedback in class/peer feedback
- Final Assessment: No
- Group Work: No
Summative
This is how we’ll formally assess what you have learned in this module.
| Method | Percentage contribution |
|---|---|
| A Learner Case Study & Commentary | 40% |
| Assignment | 60% |
Referral
This is how we’ll assess you if you don’t meet the criteria to pass this module.
| Method | Percentage contribution |
|---|---|
| Learner Case Study & Commentary | 40% |
| Assignment | 60% |
Repeat
An internal repeat is where you take all of your modules again, including any you passed. An external repeat is where you only re-take the modules you failed.
| Method | Percentage contribution |
|---|---|
| Assignment | 60% |
| A Learner Case Study & Commentary | 40% |
Repeat Information
Repeat type: Internal & External