This study is the result of the researcher's personal interest in teaching adults. The focus of this study is the use of teaching strategies of an adult educator.
CHAPTER TWO
MASS INSTRUCTION
- The lecture method 2.11.1.2 Presentation
With this method it is not possible to meet all the learning needs of the students. The strength of the forum is that all group members can be actively involved in the learning situation.
INDIVIDUALIZED INSTRUCTION
The teacher might pause at appropriate parts of the lecture to give participants an idea. This method allows the learner to follow the sequence of the learning cycle; involving them in an analytical approach to the problem; discussing the title and collecting data. An advantage to media production is that adults bring their own interests and skills to the learning; these can be used for the learning process.
The preparation of the written assignment is a method of learning and assignment is a technique to facilitate that learning. The advantage of the educator setting the task is that they ensure that the questions cover the entire course, and the standard of the questions asked is the same. The tick or cross is less useful and only serves as agreement or disagreement on the part of the supervisors.
According to Lindquist (1975 cited in Galbraith 1991:135) this includes the learning objectives; learning resources and strategies; target date for completion; evidence of performance and evaluation of the learning. If the contract cannot be fulfilled, it is the responsibility of the parties involved to renegotiate the contract. Knowles (1991 cited in Jarvis2004:l 84) 'considered self-directed learning as one of the manifestations of andragogy and an essential element in the understanding of self-directed learning.' This underlies the idea that the individual is an autonomous learner.
GROUP INSTRUCTION
In brainstorming, all group members offer their ideas about a particular question or problem. The strength of this method is that it encourages all group members to offer their ideas. The quality of the discussion depends on the skill of the educator to initiate and lead it.
Most of the weaknesses come from the fact that the teacher does not use the method skillfully. The educator must explain the roles and goals at the beginning of the exercise. It is a flexible method and can be redirected even during the role play itself.
Students can participate as role players or observers, depending on the objectives of the role play. The teacher's role is to present the basic case description and some data. A variation on this method is to include members of the outer circle in the discussion.
CHAPTER THREE
- Introduction
- Theories on Research .1 Research Paradigm
- Preparation for research
- Data analysis techniques
- Measures adapted to ensure validity and reliability
- Ethical Issues
- Conclusion
Case study research involves in-depth, intensive research that reflects the rich and vibrant reality of the case. I chose the case study approach in order to gain a detailed and in-depth understanding of the teacher and her teaching strategies in the classroom. My guiding research question is to gain an understanding of the learning strategies used in the adult education classroom.
The effectiveness of the teaching strategies can then be compared with Andragogy Theory. The purpose of the case study is to explain why things happen the way they do and do. Through the interviews, I was able to ascertain the teaching strategies used by the educator and the reasons for their use.
The researcher in this study ensured that all participants, especially the students and the teacher, were fully informed about the study involved. My first visit to the school was used to explain the various aspects of the research. My original plan for the selection of the site and the participants and the data collection methods proved to be successful.
CHAPTER FOUR
FINDINGS 4.1 Introduction
Learner characteristics Size of class: 15 adult learners
In most cases, the educator makes use of the lecture method together with group discussion. The educator spoke in English during most of the presentation of the lesson. Part of the lesson was characterized by chorus responses to the questions posed by the educator.
The teacher was trained in the lecture method during the completion of her teaching exam. The teacher wrote a case study of one of the students on the board before the beginning of the lesson. The teacher explained the concepts of renewable and non-renewable resources using examples.
The teaching methods used by the teacher were the lecture, group work, discussion, reading and case study. The teacher believes that students develop confidence in themselves by participating in the group discussion. Students were asked to provide a list of verbs written on the board by the teacher.
Teaching methods used by the educator
Dramatization is used in teaching English, mainly to act out characters from prescribed readings. It is a method that the educator claimed to have used, but this method was not observed by the educator when she was using it. These assignments are completed in the classroom and the assessment is part of the final advanced assessment.
Dramatization is mainly used in the teaching of English to portray characters from the prescribed readers and also to portray social situations such as an interview by means of short sketches. The inclusion of these methods enables the learners to be more active in the lesson. Although some educators express concern about the methods used, most educators, like the educator in this research, continue as they have done before.
It was observed by the researcher that very little differentiation of teaching takes place for academically advanced learners and culturally diverse learners in the classroom. The shortage of equipment, especially in the laboratory, forced the educator to use group teaching. The educator shows a lack of knowledge in cooperative learning and learners do not get maximum benefit from using this method.
Critical question Two: How do these teaching strategies meet the learning needs' of the learners'?
They understood the learning material presented and are familiar with the teacher's teaching strategies. The assessment techniques used by the teacher are tests, written exams, oral presentations and assignments. The teacher states that the first consideration in preparing lessons is the students' previous experiences.
When the teacher is absent from the classroom, students are held responsible for their own learning process. The choice of teaching strategies by the trainer is part of her training as a trainer. This is consistent with the findings of Walklin (1992:5), in which he states that the teacher must answer certain questions when planning his teaching strategies.
These findings are consistent with those of Clark and Starr, who claim that the educator plays a vital role in guiding discussion and supporting students. The educator used a case study in teaching natural science. Preparing students for tests and public exams limits the educator from using some teaching strategies, such as individualized instruction.
CHAPTER FIVE
ANALYSIS OF FINDINGS
INTRODUCTION
The educator did not use the lecture method as prescribed by the literature. Learners are expected to accommodate to the teaching characteristics of the educator and the learning materials chosen by the educator. During the discussion session, the educator gained a better knowledge of the learners and their problems.
The main task faced by the educator is to complete the curriculum within the prescribed period. The group leader was very eager to provide feedback to the teacher about the assigned task. The educator does not interpret the writing in terms of the writer's cognitive development.
The teacher corrects technical errors and does not care about the students' thinking and learning abilities. The teacher's goal for drawing on personal experiences is a personal development process for the students. They were placed in groups by the teacher and encouraged to contribute to group discussion.
CHAPTER SIX
CONCLUSION AND RECOMMENDATIONS
Conclusion
According to Ellington and Race, none is suitable for achieving the full range of higher cognitive goals that are becoming so important in education today, and none can be used to develop the various communication and interpersonal skills that a person needs to function effectively as part of a group. ". The collected data reveals that there is no provision that takes into account the differences in the abilities of students, except for the occasional use of individual discussions. The minimal use of learning resources and their inaccessibility to my research site should be addressed.
The use of photos and television can turn a boring presentation into a lively and exciting classroom experience.
Recommendations
The course developers have a role to plan to ensure that the content is usable within the workplace. The writing exercises teach formal and informal writing and deal with aspects such as format and tone. It is possible to replace this content with work-related exercises to bridge the gap between the classroom and the workplace.
The learning activities must be multi-sensory oriented towards the development of skills in reading, writing, reasoning, self-discovery, critical thinking and independent study. Activities such as group discussions, problem solving and analysis are effective in promoting thinking skills and a deep understanding of subject content. The focus of teaching should be on developing deeper understanding rather than trying to cover the syllabus.
For example, lectures could be made even more interactive by incorporating many teaching methods such as group discussion and the Socratic method. Adult education center policies should be reviewed to address this key aspect. With this approach, it is possible to create programs with graduated levels of difficulty that will allow students to progress at their own pace.
University of Kwa-Zulu Natal
