Blog #2 - Selecting Methods/Adult Learners

SELECTING METHODS:

Role playing could be used in many different ways in aviation training.  A good time to use role playing would be during CRM training.  Like we will be doing in Advanced Flight Deck, 2 students could get in a simulator, with one person acting as captain and the other as F/O.  They can practice their CRM skills by working together to complete each task, like checklists.  The pilot not flying will read the checklists, and the pilot flying will do the items.  Role playing in this way can really get the students interacting with one another to further improve their CRM skills.

Categories of Instructional Methods:

1.  Instructor-Centered Methods - the teacher is primarily responsible for conveying information to the students.  The direction of communication flows mostly one way. (i.e. Lecture, Questioning, Demonstration)

2. Interactive Methods - make use of communication among students and between the teach and students.  Learning is facilitated by involvement, cooperation, collaboration, and the construction of knowledge through dialogue. (i.e. class discussion, discussion groups, group projects, peer teaching)

3. Individualized Learning Methods - based on the assumptions that individual learn at different speeds and that regular, immediate feedback facilitates the learning process.  Basically, this is based on behaviorist psychology, which states that people learn in small structured steps & require reinforcement.  (i.e. modularized instruction, computerized instruction, independent projects)

4.  Experimental Learning Methods - one component of teacher training is always student teaching, working with a real class with the assistance of a master/supervising teacher.  Many experiences take place outside the classroom, but there are also in-class methods such as role-playing and simulation.  Students are learning by doing even though the performance takes place within the more artificial classroom setting. (i.e. field or clinical methods, laboratory methods, role-playing, simulations, drills)

Discussion groups can be used in place of class discussions when the group is larger, students' interests vary, or people simply feel more comfortable interacting with s a smaller number of individuals.  Specific questions, issues, or topics are chosen and then students are divided into groups.  The purpose should be clear and students should be informed and prepared.

Context can play a big part in selecting a method of instruction.  Some of the things to consider are: the size of the group, the physical facilities, the resources , and the time of day of the class/session.


ADULT LEARNERS:


Demographic Characteristics:

Age:
1. May give us a general idea about a person's assumptions, beliefs, or values
2. May tell us something about a person's previous educational experience
3. The older a person is the more life experience she or he has
4. Older students often have different physical requirements and learning strategies

Gender:
1. Strong evidence suggests that women's developmental paths differ from those of men.
2. It is essential to avoid gender stereotyping in our examples, illustrations, or language during teaching.

Language and Background:
1. Is native language different from language of instruction?
2. Did they come from a rural or urban area, or a working class or an upper class background?

Adult learners differ in quite a few ways from other learners.  For example, most often, adult learners become involved in a learning situation by choice.  When they have chosen to learn, they have very concrete goals and they expect an instructional situation relevant to their needs.  Also, adults may prefer to learn quickly and get on with their lives.  Sometimes they can be reluctant to get involved in exercises not clearly applicable to their goals.  We may have to adapt to their needs and work with them to satisfy their learning goals.

TB