Table of Contents
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2.1  About Adult Learners

• What LBS learners are like
• Challenges low literacy learners face in daily life – (Literacy Ontario Fact Sheets)
• Why learners choose School Board programs.
• Safe learning environments
• Learners with goals; learners not ready to set goals yet
• Determining how much help to give learners during goal-setting

2.2  About Adult Learning

• What are the distinct characteristics of adults?
• What do those characteristics mean to adults as learners?
• What principles of adult learning can we draw from this information?

2.3  Diversity Issues

• Issues that set individual learners apart, and have a negative affect on learning
• Past experiences, present conditions and life circumstances that create barriers to learning
• What an instructor can do and not do about these barriers to learning
• Becoming aware of day-to-day realities for LBS learners.

2.4  The Learning Environment

• Diversity issues that adversely affect learning in groups
• What makes matters worse?
• Preventive measures to avoid disruptions that stem from diversity issues
• Responding to diversity issues that are having a negative impact on learning within the group.

2.5  About Learning Styles

• Introduction to learning disabilities
• Three most common learning styles: visual, auditory, and kinesthetic
• The connection between preferred learning styles and successful learning
• Tools for identifying the learner’s preferred learning style
• Instructional strategies for each preferred learning style
• Example of a lesson that addresses three learning styles at one time
• Rationale for teaching to a learner’s strength.

2.6   Self-directed Learning

• What it means to be a self-directed learner
• The connection between becoming a self directed learner and the domain of SMSD
• Four stages of self-direction requiring four instructional approaches and four different levels of support

2.7  Motivation and Retention

• Four reasons for early drop-out from LBS
• Ways to identify learners who are at-risk for leaving the program early
• Research findings on how to promote retention in adult literacy programs
• What learners say about dropping out
• Strategies instructors can use to increase motivation and commitment to learning
• Matching motivational strategies to the four stages of self-directed learning.

2.8   Final Assignment

• A final review of course objectives.
• A practical self-check exercise.

2.9   Sources & Links

• A complete list of all internal and external links throughout this course.

We are Ready to begin!

Professional development can be guided by leaders, tied to standards and learning goals, and built around...improvement plans, but, ultimately, the engine that drives it all is each individual's commitment to self-reflection and self-improvement. ~Journal of Staff Development, Spring 2002

Instructions

An important part of this training involves stopping at various points throughout to reflect upon what you have read, and to consider what implications there may be for your work and practice. We suggest you keep a journal for this purpose. You could either 1) keep a notebook handy, or 2) create a Word file and keep it open on your toolbar for easy access. As you come across each Journal Reflection in the Course Notes and Readings, take some time to respond to the prompt questions, write your ideas, or pose a few questions of your own. If you are working with a mentor, the Journal Reflections might help you get started on some interesting dialogue...

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