Planning Instruction for Adult Learners.

Autor/in	Cranton, Patricia
Titel	Planning Instruction for Adult Learners.
Quelle	(1989), (215 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-921332-24-6
Schlagwörter	Leitfaden; Adult Education; Adult Educators; Adult Learning; Adult Programs; Adult Students; Behavioral Objectives; Course Evaluation; Foreign Countries; Individual Characteristics; Instructional Development; Instructional Effectiveness; Integrated Curriculum; Sequential Approach; Student Evaluation; Teacher Role + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Adult education teacher; Adult education; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Adulte education; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Ausland; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Teaching improvement; Unterrichtsentwicklung; Unterrichtserfolg; Schrittfolge; Schulnote; Studentische Bewertung; Lehrerrolle
Abstract	This guide outlines a practical six-step procedure to plan education for adult learners. The first chapter outlines the instructional planning procedure, which integrates existing knowledge about how adults learn and the principles of designing instruction and examines the principles of adult learning. The next six chapters describe the following steps in planning instruction for adults: considering the learning audience (audience description, entry behaviors, learner characteristics); writing learning objectives (domains and levels of learning, objectives and the adult learner); sequencing instruction (types of instructional analyses, implementation of an instructional analysis, alternative sequencing principles); developing an instructional strategy (instructional methods, materials, coordination of methods and materials to instructional situations, general characteristics of effective instruction); evaluating learning (evaluation approaches, evaluation and adult learners, types of testing techniques, selection of appropriate evaluation techniques, test construction, test evaluation and revision, grading, and grading systems); and evaluating instruction (developing an evaluation procedure, setting evaluation criteria, collecting and interpreting information. The final chapter discusses the future of adult education, issues and conflicts in the life of the adult educator, and theory building and research. Contains 56 references. (MN)
Anmerkungen	Wall & Emerson, Inc., 3210 South Main St., P.O. Box 448686, Middletown, OH 45044-8686.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01