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Essay / Research Paper Abstract
This 4 page paper is written to provide instruction on how to design a curriculum for adult learners. It draws on theories, reading materials and personal experiences. Bibliography lists 2 sources.
Page Count:
4 pages (~225 words per page)
File: RT13_SA338al.rtf
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Unformatted sample text from the term paper:
such students bring unique qualities to the class room. A student who is developing a particular curriculum will therefore want to keep certain things in mind. After all, developing a
curriculum can be difficult but in order to do so it is important to understand the adult learning process. Merriam & Caffarella (1998) evaluate adult learning and say that one
can divide adult learning into three specific areas which are "adult motivation, curriculum design, and classroom practice" (p.388). Authors point to theorists who take an unusual approach and suggest that
teachers scrutinize curriculum, and make sure that it is viewed in various ways instead of the tried and true method for instance (1998). A student developing curriculum will also want
to be sure that the curriculum is viewed from different angles. If the student is male, then creating a course should be viewed through the female perspective as well. To
do this, he may ask a female colleague for a second opinion. Similarly, material should be reviewed for redundancy as adult learners often do not need repetition or cursory information.
What is important to understand is that adult learners come to the table with a great deal of prior knowledge. Knowles is a theorist who suggests that adult learners call
on different experiences they might have had in the learning process (Merriam & Caffarella, 1998). This concept, to an extent, distinguishes adult learners from younger ones. Children, on the other
hand, approach much information as new. They do not know how to balance the checkbook or drive a car, or what to do in an emergency. They are fledgling learners
who view new material as foreign. Most adult learners have had much experience and do not always need all of the presented material. Instead, they draw on their personal experiences.
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