This three credit hour course provides an introduction to planning and delivering instruction to adult learners with an emphasis on developing the English language proficiency of non-native English speakers and improving the skills of learners whose skills are below 12th grade equivalency. Key areas include identification of learners’ skills, needs and goals; the use of information about learners to plan instruction and assessment; the development of learners independence; the creation of an instructional environment that supports and engages adult learners.
2.01 - Prepare written outcomes-based instructional plans that incorporate Webb’s Depth of Knowledge (DOK) levels and align with the curriculum and learners’ goals.
2.02 - Demonstrate the contextualization of ESL, ABE or ASE instruction to address adult learners’ personal, educational, and career goals.
2.03 - Create an instructional environment that supports the development of metacognition.
2.04 - Utilize a variety of learner grouping strategies that address learning objectives.
2.05 - Explain the purpose and use of formative and summative assessments. Identify specific standardized ABE, ASE and/or adult ESL assessments and describe their uses.
2.06 - Explains the instructor’s role in connecting adult learners to local resources that support them in achieving their personal, educational and career goals.
2.07 - Relate to instruction research and evidence-based practices that sustain motivation and promote persistence.
2.08 - Describe the process of providing accommodations for disabilities during instruction and assessment.
2.09 - Evaluate professional development options and resources for adult educators and develop a personal professional development plan.
2.10 - Develop and document a profile for adult learners to inform instruction using information such as background, standardized assessments results, prior knowledge, learning preferences, and educational and career goals.
2.11 - Describe and implement a process to support ABE, ASE and/or ESL learners in identifying, documenting, monitoring and revising personal, educational and career goals.
2.12 - Describe and implement a process to help adult learners understand and independently monitor academic performance and progress.