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Essay / Research Paper Abstract
A 14 page discussion of the benefits of small group instruction in adult education. The author of this paper contends that there are a number of reasons to incorporate small group instruction in the adult language arts classroom. These include the ability to hone communication skills, the ability to gain useful occupational and academic information from other group participants, as well as advantages in being exposed differing cultural and racial schemata. Most importantly, however, is the flexibility offered by small group instruction. Groups can be specifically designed to meet specific instructional purposes ranging from those that either benefit from diversity of participants or those that benefit from a lack of that same diversity. Bibliography lists 12 sources.
Page Count:
14 pages (~225 words per page)
File: AM2_PPedGrp.rtf
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Unformatted sample text from the term paper:
are just one component of the many categories of non-traditional students confronting educators. Obviously, non-traditional students in the educational environment demand teaching methods and administrative flexibility which address their
unique needs. To do otherwise is to abandon the ethical premises upon which the educational profession is built. Central to this responsibility is determining the best educational approach.
Small group instruction could be contended to be one of the most effective means of addressing the needs of non-traditional adult students.
Small group instruction is quickly emerging in a number of educational applications. This is particularly true in regard to adult education. Small group instruction differs, however,
from the instructional method previously applied to adults in the educational arena. Adults in the past have typically been instructed using an individualized approach (Imel, 2002; Bingham et. al.,
1990; and Roskos, 1990). Ennis (1990, 105) reports the reason for such an approach as revolving around confidentiality:
"confidentiality was a treasured principle...and [it] implicitly helped sustain the notion that literacy is a private matter, a process of individuals developing skills for their own
personal use". There is a tendency in todays educational arena to move away
from an almost sole dependence on individualized instruction, however, and to move toward small group instruction. While there is little quantifiable data to support small group instruction (Imel, 2002),
there are valid reasons for its utilization. These reasons are particularly applicable in the adult language arts classroom. It is a commonly
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