Facilitating Instruction For Diverse Adult Learners – aet525 (3 credits)
This course focuses on facilitation strategies for meeting the needs of diverse adult learners. It examines differences among adult learners in language, literacy skills, and learning styles. It also utilizes previous learning experiences and provisions of the Americans with Disabilities Act (ADA) to provide differentiated instruction to address different needs. In addition, this course covers the challenges and the opportunities that diversity and multiculturalism present in facilitating adult education and training.
Examine the psychographic factors influencing adult learning.
Identify categories of special needs learners.
Implications for the Facilitation of Instruction for Diverse Adult Learners
Analyze types of regulations and policies that impact facilitation of instruction for diverse adult learners.
Examine the facilitation implications for multicultural adult learners.
Examine the implications of multicultural facilitators on adult learners.
Strategies for Effective Facilitation of Instruction for Diverse Adult Learners
Analyze differentiated instruction as an effective means of facilitating learning.
Explore effective learning environments for diverse learners.
Examine how to establish a foundation for working with adult learners.
Supportive Strategies for Diverse Adult Learners
Examine strategies for engaging diverse adults in their learning.
Examine classroom communication strategies that support diverse adult learners.
Identify support services for diverse adult learners.
Explore language and literacy challenges that impact facilitation of instruction for diverse adult learners.
Effective Diverse Curriculum
Explore continuous improvement techniques to monitor and to adjust facilitation methods.
Examine best practices to monitor diverse adult learners’ achievement of outcomes.
Demonstrate modification strategies for assignments, instruction, and assessments for diverse learners.
Connecting with the Adult Learner
Review characteristics of adult learners.
Identify learning styles of diverse adult learners.
Describe the diverse adult learner population.
Analyze characteristics of effective facilitators for diverse learners.
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Transferability of credit is at the discretion of the receiving institution. It is the student’s responsibility to confirm whether or not credits earned at University of Phoenix will be accepted by another institution of the student’s choice.