Monthly Tutor Webinar Tutors of Literacy in the Commonwealth As you enter, if you can hear me, please select the smiley face icon. (We will talk about how to do this during the webinar.)

Agenda Use of webinar platform Why a light bulb? Monthly tutor webinars Today’s Topic: Adult Learners Questions, Comments, Suggestions

Use of Webinar Platform Blackboard Collaborate i=zGLzYw5XBz35Sgz0 Audio Set up Raise hand… To note approval, etc… To talk… To type… Yes/no

Let’s Do a Trial Using either the Chat window or the Whiteboard Please type your name and the literacy program with which you tutor.

What are YOUR Questions and Concerns? How do I motivate the learner to want more than his GED?

Adults learn best when… KWLKWL

KWL K - What do you k now about tutoring adult learners and how adults learn?

Adults learn best when… KWL K - What do you k now about tutoring adult learners and how adults learn? W - What do you w ant to know about tutoring adult learners and how adults learn?

Why a light bulb?

Help ≠ Doing

Why a light bulb? Help ≠ Doing Help = Empowering

Why a light bulb? Help ≠ Doing Help = Empowering Help = Providing Tools & Support

Why a light bulb? Help ≠ Doing Help = Empowering Help = Providing Tools & Support Are usually experiencing some sort of life change.

Why a light bulb? Help ≠ Doing Help = Empowering Help = Providing Tools & Support Are usually experiencing some sort of life change. Have specific and immediate learning needs and goals.

Why a light bulb? Help ≠ Doing Help = Empowering Help = Providing Tools & Support Change Specific and immediate needs and goals Daily life

Monthly Tutor Webinar Schedule Google Search “Tutors of Literacy in the Commonwealth Tutor Resource Site” Fourth Wednesday of the month 1:00 – 2:30 pm Webinars will be recorded

Today’s Topic: Adult Learners As you think about these characteristics, think of how they impact your instruction.

Today’s Topic: Adult Learners As you think about these characteristics, think of how they impact your instruction. Adult learners: Are often self-directed and used to making decisions for themselves.

Today’s Topic: Adult Learners As you think about these characteristics, think of how they impact your instruction. Adult learners: Are often self-directed and used to making decisions for themselves. Are very busy and may only have limited time to participate in programs or do homework; they may have many barriers to regular attendance.

Today’s Topic: Adult Learners As you think about these characteristics, think of how they impact your instruction. Adult learners: Are often self-directed and used to making decisions for themselves. Are very busy and may only have limited time to participate in programs or do homework; they may have many barriers to regular attendance. Have a wealth of experiences that should be used as a resource in learning.

Today’s Topic: Adult Learners As you think about these characteristics, think of how they impact your instruction. Adult learners: Are often self-directed and used to making decisions for themselves. Are very busy and may only have limited time to participate in programs or do homework; they may have many barriers to regular attendance. Have a wealth of experiences that should be used as a resource in learning. May feel insecure about their literacy skills, learning new things, and coming to a program. What implications could this have for instruction?

Today’s Topic: Adult Learners As you think about these characteristics, think of how they impact your instruction. Adult learners: Are often self-directed and used to making decisions for themselves. Are very busy and may only have limited time to participate in programs or do homework; they may have many barriers to regular attendance. Have a wealth of experiences that should be used as a resource in learning. May feel insecure about their literacy skills, learning new things, and coming to a program. What implications could this have for instruction? Have values and beliefs based on their cultural and ethnic backgrounds that may be very different from their tutor’s beliefs.

Adults Learn Best When…

They have input into the selection of the content and even development of the learning experiences.

Adults Learn Best When… They have input into the selection of the content and even development of the learning experiences. The learning is connected to the vast background of knowledge and experience that the adult brings to the table.

Adults Learn Best When… They have input into the selection of the content and even development of the learning experiences. The learning is connected to the vast background of knowledge and experience that the adult brings to the table. The learning is both received and processed in more than one way.

Adults Learn Best When… They have input into the selection of the content and even development of the learning experiences. The learning is connected to the vast background of knowledge and experience that the adult brings to the table. The learning is both received and processed in more than one way. The learning is collegial and directed at solving specific job- related problems.

Adults Learn Best When… They have input into the selection of the content and even development of the learning experiences. The learning is connected to the vast background of knowledge and experience that the adult brings to the table. The learning is both received and processed in more than one way. The learning is collegial and directed at solving specific job- related problems. They have ample opportunity to reflect on the implementation of new competencies.

Adults Learn Best When… They have input into the selection of the content and even development of the learning experiences. The learning is connected to the vast background of knowledge and experience that the adult brings to the table. The learning is both received and processed in more than one way. The learning is collegial and directed at solving specific job- related problems. They have ample opportunity to reflect on the implementation of new competencies. Following initial training, adults are provided w/ongoing support that can take the form of peer coaching or study groups.

Your Role as a Tutor "As a volunteer instructor, I will

Your Role as a Tutor "As a volunteer instructor, I will continually strive to identify and meet the needs of the learner(s) I tutor by

Your Role as a Tutor "As a volunteer instructor, I will continually strive to identify and meet the needs of the learner(s) I tutor by learning about and applying new techniques during my instruction.

Your Role as a Tutor "As a volunteer instructor, I will continually strive to identify and meet the needs of the learner(s) I tutor by learning about and applying new techniques during my instruction. To demonstrate the effectiveness of the tutoring sessions, I will

Your Role as a Tutor "As a volunteer instructor, I will continually strive to identify and meet the needs of the learner(s) I tutor by learning about and applying new techniques during my instruction. To demonstrate the effectiveness of the tutoring sessions, I will document the instructional strategies I apply and how the learner is affected.

Your Role as a Tutor "As a volunteer instructor, I will continually strive to identify and meet the needs of the learner(s) I tutor by learning about and applying new techniques during my instruction. To demonstrate the effectiveness of the tutoring sessions, I will document the instructional strategies I apply and how the learner is affected. Whenever possible, I will

Your Role as a Tutor "As a volunteer instructor, I will continually strive to identify and meet the needs of the learner(s) I tutor by learning about and applying new techniques during my instruction. To demonstrate the effectiveness of the tutoring sessions, I will document the instructional strategies I apply and how the learner is affected. Whenever possible, I will share my tutoring experiences with my peers so we can all learn and grow together."

Your Role as a Tutor How does this look? –Monthly report example –Journal –Peer tutor meetings –Articles for newsletter –Observe another tutor –Co-tutor –Sample of online formSample of online form

Thoughts to Take Away Meet your student where s/he is; not where you think s/he should be. NO ASSUMPTIONS Find out what your learner wants to learn and teach him/her that. Adult learners are different from children; make adult learning different from school.

Adults learn best when… KWL K - What do you know about tutoring adult learners and how adults learn? W - What do you want to know about tutoring adult learners and how adults learn? L - What did you l earn about tutoring adult learners and how adults learn?

Closing Questions Comments Suggestions Evaluation Next Webinar November 28 1:00 – 2:30 pm Topic: Reading Skills