Barriers to learning

PROJECT

DUE DATE COURSEJANUARY 16 2013 BEC910CE- ADULT EDUCATION

Barriers to Adult LearningBy: Patti Blight, Sarah Cancelliere, Danielle Gunton, Avril Reid, Kerry Weir

What are some common barriers experienced by adult learners when they choose to return to school or participate in workplace training?

ATTITUDINAL BARRIERS

YOU CAN’T TEACH AN OLD DOG

NEW TRICKS…OR CAN YOU?

THE CASE

• Anita is over 50 • She has been in her job for 20 years•Her job is being outsourced• She can not afford to retire• She needs to develop new skills • She needs to go back to school

THE BARRIER

“Many adults have experienced so much criticism, failure, and

discouragement in their youth that their self-confidence and sense of

worth are damaged. In a new learning environment, adults often are anxious,

fear failure, and dread rejection by their peer group (Kennedy, 2003).”

ALLEVIATING THE FEARS

Provide a safe and welcoming environment

Have students interact and discuss prior experiences

Have students explain their goals

Provide students with detailed course outline and expectations

THE EDUCATOR

“Part of being an effective educator involves understanding how adults

learn best (Lieb,1991)”.

APPLYING KNOWLES

KNOWLES’ PRINCIPLES

1. Adults are internally motivated and self-directed

EDUCATOR’S ROLEBe a facilitator:

Understand how adults learn and allow students to participate in the direction of the class

Recognize and accommodate different learning styles

APPLYING KNOWLES


2. Adults bring life experiences and knowledge to learning experiences

EDUCATOR’S ROLE

Acknowledge value of previous experience

APPLYING KNOWLES


3. Adults are goal oriented

EDUCATOR’S ROLE

Show direct link between course material and student’s goals

Use real case studies to examine theory

APPLYING KNOWLES


4. Adults are relevancy oriented

EDUCATOR’S ROLE

Provide assignment options that reflect student interests

Provide students with reflective questions to assess connection to goals

APPLYING KNOWLES


5. Adults are practical

EDUCATOR’S ROLE

Encourage active participation allowing students to experiment and develop self efficacy

Provide feedback on a regular basis

APPLYING KNOWLES


6. Adult learners like to be respected

EDUCATOR’S ROLE

Acknowledge past experienceTreat adult learner as an equalPromote an environment for expression of ideas

TIMING AND FINANCIAL BARRIERS

Most adults have their hands full. Between work, family and home responsibilities, we can feel like we can go a little crazy.

Is there really enough time in the day and extra money to spend on growing ourselves intellectually?

•Sandra is 40 years oldShe’s a wife and mother of three childrenShe’s been a Medical Lab Assistant for 18 yearsShe feels she cannot progress further in her career

•She and her husband are worried about future tuition costs for their childrenShe needs to expand her career by developing new skillsShe wants to go back to school

THE CASE

THE BARRIER

“How will I juggle family, work and

school? There are only so many

hours in a day… Women, by

characteristic, experience a greater

amount of guilt about her student role

if she feels it interrupts her

responsibility for maintaining her role

within the family. Consequently, if she

feels too much strain during this time,

she will ultimately give up school to

make things easier.” (Shields, 1994)

THE FEARS

Cost of course and materials

Time of

day not

suitable for

shift work

Lack of time to commit to course

Cost of extra child care during course hours

1. Discuss with her family how further education will improve her career and self.2. Ask her family to compromise. Example: Older children can help with lunch preparation and basic house keeping tasks Form a realistic household budget to accommodate the added costs of schooling.


Sandra Can...

4. Develop time management strategies. Organize with a point/task by point/task on a calendar to understand her own abilities and how to adjust her life to accommodate others.

Example: Put on calendar dates of school, work, and family events. Put due dates for bills, school assignments, etc.


Sandra Can...

THE EDUCATOR

“Much of the excitement of learning is in the evolving, unpredictable and

unanticipated learning that inevitably occurs. Realizing that the richest resource in the classroom are the members present,

helped teachers of adults to relax and enjoy themselves too. Such congruence

between belief and practice enhanced all.” (Barer-Stein and Draper, 1993).

Applying Maslow’s Hierarchy of Needs

Maslow NeedEDUCATOR’S ROLE

1. Physiological Need. Refers to the basic bodily requirements needed to survive

Ensure the classroom environment is comfortable, Equipment and resources must be in working orderOffer short breaks throughout the lesson.


Maslow Need

EDUCATOR’S ROLE

2.Safety Need. Refers to the

desire to be safe from physical or emotional injury

Set clear expectations for the course

Provide a personal introduction to help students feel at ease

These strategies will help the educator seem more approachable when student issues arise


Maslow Need

EDUCATOR’S ROLE

3. Social Need. Refers to the need for love, belonging, and acceptance from others

Creating an “ice breaker” lesson: Form the students into small groups and allow them to introduce themselvesHave students talk about their strengths, weaknesses, and state their expectations for the course


Maslow Need

EDUCATOR’S ROLE

4. Esteem Need. Refers to the need to be seen by others, as well as themselves, as a person of worth and importance

Constantly provide positive and negative feedback to students. (Also known as “Constructive Criticism”) Be flexible and understanding of the hectic schedules of studentsGuide them to success within the course


Maslow Need EDUCATOR’S ROLE5. Self-Actualization Need. Refers to the desire to reach one’s own potential and level of succession

Provide consistent evaluations: Congratulate students on something they accomplished on a task or assignment Encourage students with specific guidelines on how to move beyond their comfort levels.

Helping Exceptional

students Overcome Barriers

THE CASE

• Viktor is 28 years old

• He wants to progress in his career

• He has a central auditory processing disorder (CAPD) • He has trouble distinguishing

speech from background noise

• He has mild difficulties reading and writing

• He wants to go back to school

THE BARRIERS

Students reported that learning barriers stemmed

from what they experienced as a lack ofinstructor

cooperation and school resources to accomodate their

individual needs.(Fuller et al. 2004)

THE FEARS

Will the

instructor

accomodate me?

What if the room is large and I can’t hear the instructor?

Are there resources

available to support

me?I don’t

want my

peers to

pity me


Used varied instructional strategies

Be ready to modify assignments for individual learner needs

Ask the student to suggest accommodations that have worked in the past

Treat students fairly and equitably

WHAT IS FAIR?

“The definition of fairness has little to do with treating people in an identical manner. Fairness means that everyone gets what he or she needs.” (Lavoie, 1989)

THE ROLE OF THE EDUCATOR

Instead of focusing on a student’s medical diagnosis, concentrate on what learning

barriers will prevent the student from reaching his or her full potential in the classroom.

(Fuller et al. 2004)

ENVIRONMENTAL BARRIERS

BarrierEDUCATOR STRATEGY

Classroom is large and full of students. Background noises interfere with Viktor’s learning

Seat student in centre of roomAllow students to tape lecturesLet students choose a quiet space for individual and group workEncourage student to bring any assistive devices, like a personal FM system (American Academy of Audiology, 2010)

INSTRUCTIONAL BARRIERS

Barrier EDUCATOR STRATEGYInstructor uses lecture format for all lessons. Viktor has difficulties taking notes and retaining lecture information

Incorporate group work/discussionEnlist a scribe to take lecture notesPost lecture notes and media onlineProvide written instructions for tasksAllow students some time to generate responses to the topic before a discussion

ASSESSMENT STRATEGIES

Barrier EDUCATOR STRATEGYInstructor has never heard of a CAPD and does not know how to accomodate Viktor for his exam

Contact relevant school office for accommodation suggestionsMore time or fewer questions on examPrint exam on yellow paper instead of white as it is easier to read (Bennet, Dworer, Weber, 2008)Allow student to answer exam questions using a computer or scribe

Documents

Barriers to learning