Module 2 - Orientation and Assessment
Orientation
Surveys
Orientation is a time for instructors to learn more about how students learn and to help students discover more about themselves as learners. We all learn differently, have different interests, and have our own preferences as to how we learn best. Instruction is more effective when designed with these interests, strengths, and preferences in mind.¹ Adult literacy instructors can assist learners to determine learning strengths and preferences. There are a number of learning style surveys, interest inventories, and screenings that can greatly assist learners and instructors in determining strengths and possible barriers to learning. Several of these are listed in the column to the right.
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“I like learning about myself. I knew I liked being outdoors, but I didn’t know it could, like, help me learn better.” |
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“We ask students what they have done in the past. We ask about their likes and dislikes, hobbies, favorite reading, we ask what they would like to learn about…assist them to determine their strengths and needs.” |
Take a moment to consider how knowledge of student preferences, interests, and learning strengths can affect instruction for adult learners.
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On your worksheet, record your initial thoughts about the survey of student learning styles, strengths and interests. |
Before administering any learning survey or inventory, explain that the purpose of the tool is to help students know how they learn best. There are no right or wrong answers. They may have several strengths, strong interests, or learning styles, and that is normal. Let them know that instructors should try to use different modes of teaching to suit students' preferences. If they learn best in hands-on activities or group discussions and this is not happening in their class, they have a responsibility to ask the instructor to include these activities.
Listed below is a real-life adult education scenario. While you are reading, consider the student’s thoughts and feelings about learning before the learning styles inventory. Why might she be using a learning method that is not her preference?
Real-Life Scenario – Sami’s Spelling:
Sami entered adult literacy to attain her GED. She scored very low in language and writing abilities and on the spelling section of her placement assessment. She is a dedicated student and studies hard, copying GED vocabulary words over and over again for practice just like when she was in grade school. Yet when she takes spelling quizzes, or writes short paragraphs in class, she still mispells the words. Mara, her instructor, reviews the results of Sami’s previous learning styles inventory with her. Sami shows a lot of strength in auditory learning, while she is significantly weaker in the visual and kinesthetic areas. Sami is startled to learn that writing her spelling words may not be the best practice for her.
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On your worksheet, record your thoughts on Sami’s feelings before and after the learning styles review. |
Click the + sign in the box to the right to see ideas from other Adult Education Instructors. | [?] |
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I tell students, "We must develop the ability to understand and use all of the [learning] styles to fit any given situation. Take the responsibility to ask questions and gain access to the information in the learning style that best fits you. For example, if you do better hearing things, let's work together to find ways for you to learn through listening and talking."
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When a student is having an especially hard time making progress in a particular area, I work with them individually on ways to present the material that better fits their learning style.
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I have students read into a tape recorder. They can then listen to the tape in the car, or at work, or at home while doing chores. We’ve done spelling, math facts, grammar rules, and science and social studies principles this way.
In reviewing these ideas, did you find any similar to your own? Did any of them strike you as particularly interesting? Did they provide any new insights for your instruction of adult learners?
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On your worksheet, make note of any tips, insights, or new ideas gained from the instructors’ suggestions. |
In Summary:
- Once a student identifies her strengths and weaknesses as a learner, the instructor and learner can then work together to identify specific strategies to increase student learning.
- Instructors should discuss how information about strengths and styles of learning can be applied not just in the classroom, but in all areas of their lives.
- Each of us is different, but if you understand yourself, you can become a more informed person, a better parent and family member, a better worker.
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On your worksheet, record any final notes or thoughts, specific ideas you want to remember, plans for further study, etc. |
Click "Next" below or a specific topic on the outline to the left to continue.
References:
1 Kolb, David A. 1984. Experiential Learning: Experience as the Source of Learning and Development. Prentice-Hall, Inc., Englewood Cliffs, N.J.