Prepared for an Adult Education course at Durham College by Kathy Hicks, Natalia Koroleva, Kim Orlando, Pat Stephens.

1. Responses to the Needs of Kathy Hicks
Adult Learners: Case
Natalia Koroleva
Kim Orlando
Pat Stephens
Study
March 28, 2013

2. Case Scenario: Student (Ginette)
• Ginette is a forty-five year-old female, returning to
school after an eighteen year absence from the
workplace.
• She has previous work experience as a legal secretary.
Her goals for returning to the workplace began with
registering for the Business English course.
• With family priorities, she is worried about the time
commitment and skills needed to return to school.
• She has a hearing impairment which affects her ability
to hear clearly in a classroom setting.
• Ginette has basic computer knowledge but would like
to upgrade her skills to the latest computer
applications.

3. Stress/Anxiety:
Challenges for Ginette
Returning to a class environment after many years out of school and the
workforce, Ginette worries about her ability to understand what is required
and be able to deliver on the requirements.
• Are her computer skills advanced enough to keep up with the class?
• Is she confident enough to participate?
• Are her writing skills good enough to be able to successfully complete
assignments?
• Will she be able to continue to manage her family obligations and
complete the course?
Ginette is feeling stress, anxiety and unsure she can actually do this.

4. Case Scenario: Class Description
• Business English – Durham College
The aim of this course is to prepare students
to succeed in complex business
communication tasks in writing, reading and
listening.
• There is a maximum of twenty students in the
classroom/computer lab.
• Geared toward adults who are preparing to
return to work.
• Instructor: Maki Pakana (2nd Year Instructor)

5. Assessment of Ginette’s Needs
Based on the scenario, the
following needs were
identified.
This study explains the needs of the student, the challenges for the
instructor and the recommended strategies for planning the course.

6. Stress/Anxiety:
Challenges for the Instructor
• Ginette's experience is not uncommon in adults returning to school. Instructor Maki can have the class
complete KOLB's Learning Style Inventory (LSI) to help the students better understand their individual
learning preferences, strengths and weaknesses.
• Ginette will discover that her preferred learning style is Assimilating as she can be reflective and
observational as well as good at conceptualizing and considering alternatives to an issue. She is very good
at researching and gathering information, organizing that information and planning and building her
concepts. Her life roles as marriage partner and stay-at-home mother raising her children and managing
the household, along with her previous role working as a legal secretary have all helped to build her
strengths.
• Being aware of Ginette's learning preferences, strengths and weaknesses, Instructor Maki has the
opportunity to help Ginette use her life skills to have a successful learning experience. Maki can make sure
to take time to explain, in plain, easy to understand terms, what is expected of the class, how students can
ask for assistance, and if possible, even set up an appointment with each student in order to continue to
ensure the students are on track and confident they are meeting the class requirements.
• To build upon Ginette's preferred learning style, Instructor Maki can try to provide opportunities for
Ginette to use her strengths by assigning a writing project, with suggestions of possible sources to review
so Ginette can immediately feel accomplishment using her well-honed research and analytical skills. As the
class progresses, so too will Ginette's confidence that she can do this.

7. Stress/Anxiety:
Challenges for the Instructor
There are some very simple, but impactful things instructors can do to
make students more comfortable in the learning environment according
to Rose,
“Teachers can be instrumental in fostering help-seeking behaviour. They can
discuss this issue directly, providing anecdotes from their own and their
students’ experiences. Teachers can ask to see students and make the
appointment on the spot. Central to these issues is the kind of atmosphere
faculty create in their classrooms, that is, the sense students pick up from the
way a teacher addresses them, responds to questions and deals with requests.
Here's the bottom line for students: Is this a safe place, and do I feel
respected? If the answer is yes, students will be more willing to answer or ask
a question, participate and take a chance”. 2
2.
Rose, M. (2012). What teachers can do for returning adult students. Retrieved from
http://www.evolllution.com/research/what-teachers-can-do-for-returning-adult-students/

8. Stress/Anxiety: Strategies
When instructing adults, it is important to remember that adults bring their life
experiences to the classroom. In this particular scenario, KOLB's Experiential
Learning Theory and his Learning Style Inventory would be helpful in beginning
to break down Ginette's stress, anxiety and lack of confidence and begin to help
her to see she can translate her life skills into the learning environment.
Concrete
Experience
Active Kolb’s Cycle
Reflective
Experimentation of Observation
Experiential
Learning
Abstract
Conceptualization

9. Computer Literacy:
Challenges for Ginette
Ginette’s challenges with technology use are:
•No work experience for the past 18 years.
•Minimal computer experience (basic Internet and email skills).
•She is concerned that classwork will require advanced computer skills.
•She is worried that she will need to spend time learning to use a variety of
computer applications (Word, PowerPoint, Internet and Email).
Learning to use technology for adults can be stressful.

10. Computer Literacy:
Challenges for the Instructor
 Maki will have a diverse group of adults starting the course with
different level of computer literacy.
 Many of the adults in the course will have acquired some computer
skills through informal learning at home or in the workplace.
 As a business writing instructor, Maki is required to keep her
technical skills up-to-date.
 The classroom is a computer lab so Maki needs to make sure that all
the learners have basic computer skills before she can begin to cover
the writing portion of the course.

11. Computer Literacy: Strategies
Computer self-efficacy refers to one’s belief in one’s ability to apply his or her
computer skills to a wide range of tasks. 1
Strengthening Computer Self-Efficacy
•Plan moderately challenging tasks
 Don’t make it too easy, challenge them.
•Use peer models
 Include opportunities for group work.
•Teach specific learning strategies
 Provide logical sequence of steps (easy to difficult).
•Capitalize on student’s interests
 Give them a choice of assignment topics.
•Encourage students to try
 Make the use of technology relevant to business writing in the workplace.
•Give frequent, focused feedback
 Create opportunities to transfer learning – how will I use this skill in the
workplace.
Margolis, H., & McCabe, P. P. (2006). Improving Self-Efficacy and Motivation: What to Do, What to Say. Intervention In
1.
School And Clinic, 41(4), 218-227.

12. Stages for Learning to Use Technology
Stage Ginette Maki Bloom’s Taxonomy
1. Awareness Recognizes the names and Must ensure that equipment works Remembering
types of tools that can be used and instructions start with basic to
for business applications. advanced.
2. Learning the process Understands some technology Build confidence through positive Understanding
but needs positive reinforcement.
encouragement from her Provide access to resources (online
instructor so she is confident guides and videos) to use at home.
using a computer.
3. Understanding the Requires hands-on practice The course outline should start with Applying
application of the lessons with relevant short lessons that help her apply new
software applications that give her a skills to current use in business
purpose for why she is learning. applications.
4. Familiarity and Self-confidence will grow as she Focus is on business writing skills Analyzing
confidence develops the skills and can and less time on using technology.
apply logical ways to use the
software.
5. Adaptation Can recognize potential ways to More complex assignments are Evaluating
use technology in the workplace introduced.
and at home.
6. Creative applications Comfort level with technology Maki’s is successful! Creating
and picking the appropriate
business computer application.

13. Hearing Impairment:
Ginette’s Challenges
 Ginette has a hearing impairment, she requires the use of a hearing
aid and depends on speech-reading while communicating.
 Because of her hearing aid, she experienced auditory pain when she
was exposed to loud noises.
 The classroom did not have a carpet which created echoes and
reverberating noise.
 She had many auditory and visual distractions during group work
that made it difficult for her to concentrate on her new environment.
 Her hearing impairment made it difficult to socialize with her
classmates.

14. Hearing Impairment:
Challenges for the Instructor
 Maki’s main teaching method
was through verbal instruction
and she relied on her students’
hearing to teach.
 Maki did not have experience
teaching students with hearing
impairments.

15. Hearing Impairment: Strategies
Theories used to Identify Strategies
Instructor Maki consulted with a
hearing specialist, the college
administration, and her colleagues
who had previous experience
teaching students with hearing
impairments and used Maslow’s
theory to help address Ginette’s
concerns.

16. Hearing Impairment: Strategies
Physiological Needs
 Maki moved to another classroom that had a carpet. This reduced the echo in the
classroom.
 She placed a carrel in the Quiet Corner and encouraged Ginette to take her work
whenever she was having trouble concentrating
 Maki discussed the best seating arrangement in the room with Ginette to help her
receive the most information during normal classroom activities. Each seat in the class
was assigned to a student.
 She arranged the classroom so that Ginette could see Maki’s face at all times when
she was speaking.
 Before speaking to Ginette, Maki would make sure that she had her attention. She
also made sure to speak naturally, stood in natural light, and to face Ginette while she
spoke to her.
 Maki used visuals representations, handout, outlines, and overhead notes during her
teaching.

17. Hearing Impairment: Strategies
Safety and Security
 Maki encouraged Ginette to talk to her about any concerns that she had and to advocate for
her own accommodations. Maki also assigned the entire class to keep personal journals
where they could write how they feel about the course and about any concerns that they
would share with Maki.
 Maki explained the emergency procedures to Ginette and provided her written instructions
that Ginette kept in her course binder. They also came up with visual cues that they could
use in case of different emergency situations.
 Maki established a predictable daily routine and provided a written version of it to Ginette.
She also designated a well-visualized spot on the blackboard to let write down the daily
schedule.
 Maki provided vocabulary lists with definitions of new terms and concepts to be used during
the day and encouraged Ginette to start a personal dictionary of professional words that she
has learned.
 Maki went over the course outline in depth and made sure everyone in the class knew what
was expected from the students and from the instructor.

18. Hearing Impairment: Strategies
Social Needs
 Maki asked Ginette about her expectations and needs.
 Maki used The Parking Lot technique and encouraged Ginette and the rest of the class
to write down the issues that they wanted to discuss at a later time.
 Maki used a circular seating arrangement to help Ginette see the faces of her
classmates. Maki also repeated the questions that were asked by other students to be
sure that Ginette knew what was being asked.
 Maki used a white board to summarize important points during classroom discussions
and had the groups report their work on large paper that they could read as a group.
 When appropriate, Maki asked for a hearing volunteer to team up with Ginette for
note-taking during class discussions and group presentations. Maki also made paper
copies of written class notes for Ginette.

19. Hearing Impairment: Strategies
Esteem
 During teaching, Maki made sure to allow Ginette the same amount of
anonymity as the other students and did not center her out in the class.
 Maki was flexible with her teaching and allowed Ginette independent time
to work with audiovisual materials.
 When Maki had any doubts about how to help Ginette, she would ask her
for her opinion.
 Maki provided positive feedback to Ginette.

20. Hearing Impairment: Strategies
Self-Actualization
 Maki performed formal graded evaluations at the middle and end of each
term.
 The evaluation was both in verbal and written forms and focused on where
Ginette was with her learning at the time of evaluation, how far she had
come since her previous evaluation, and how far she still had to go.
 At each evaluation, Maki and Ginette talked about what strategies Ginette
would use to reach her next goals and Maki would encourage Ginette to
continue learning and to try more challenging things that would help her
grow as an individual and as a learner.

21. Hearing Impairment: Summary
 Some of these strategies and adaptations will benefit not only a student with hearing
impairment but also other students in a group.
 Using more visuals enhances instructional presentations and addresses the idea of
multiple intelligences.
 A daily journal written by all class members is a great way to build teacher-student
relationships and to allow Maki to know and quickly address any concern.
 Providing students with handouts before lesson can help them concentrate more on
the actual lesson rather than spending the time copying down the information
 Providing a quiet place in the classroom for Ginette will also help other students who
occasionally need alone time.
 Preferred assigned seating will minimize distractions and can be also helpful for
students with ADHD and students with learning disabilities.

22. Best Practices:
Responding to the Needs of Adult Learners
• Analyze learning needs and goals.
Analyze
• Incorporate adult learning theories into planning.
Theories
• Develop and customize course content to meet learner needs.
Develop
• Create a classroom environment that meets social and physical needs.
Environment
• Include opportunities to apply concepts that are relevant to adult learners.
Relevancy
• Evaluate after each course finishes for continuous improvement.
Evaluate

23. References
BC Ministry of Education. Heard of hearing and deaf students: A Resource guide to support classroom teachers. Retrieved from
http://www.bced.gov.bc.ca/specialed/hearimpair/tip15.htm
Churches, A. (2007). Educational origami, Bloom's and ICT tools. Retrieved
from http://edorigami.wikispaces.com/Bloom%27s+and+ICT+tools
CODI: Cornucopia of Disability Information. Hearing impairments. Retrieved from http://codi.buffalo.edu/hearing.htm
Engle, Caron. (2007). A guide to facilitating adult learning. Retrieved from http://www.rhef.com.au/wp-content/uploads/
a_guide_to_facilitating_adult_learning.pdf
Fockler, D. (2013). How adults learn [Online document]. Retrieved from Lecture Notes Online Web site:
https://olmoodle.embanet.com/course/view.php?id=1877
Fockler, D. (2013). Cultivating adult learning [Online document]. Retrieved from Lecture Notes Online Web site:
https:// olmoodle.embanet.com/course/view.php?id=1877
Hutchinson, N.L. (2010). Inclusion of exceptional learners in Canadian schools: A Practical handbook for teachers. Toronto: Pearson
Canada.
Margolis, H., & McCabe, P. P. (2006). Improving Self-Efficacy and Motivation: What to Do, What to Say. Intervention in School and
Clinic, 41(4), 218-227.
Rose, M. (2012). What teachers can do for returning adult students. Retrieved from
http://www.evolllution.com/research/what-teachers-can-do-for-returning-adult-students/
Russell, A. (1996). Six stages for learning to use technology. Paper presented at the American Educational Communications and
Technology Association Convention, Indianapolis. Retrieved from http://www.russellsynergies.com.au/pdf/RussellSixStages96.pdf
Selwyn, N., Gorrard, S. & Furlong, J. (2006) Adult learning in the digital age. London, Routledge Taylor & Francis.

24. otes Online Web site: https://olmoodle.embanet.com/course/view.php?id=1877
utchinson, N.L. (2010). Inclusion of exceptional learners in Canadian schools: A Practical
andbook for teachers. Toronto: Pearson Canada.
argolis, H., & McCabe, P. P. (2006). Improving Self-Efficacy and Motivation: What to Do,
What to Say. Intervention in School and Clinic, 41(4), 218-227.
Rose, M. (2012). What teachers can do for returning adult students. Retrieved from
tp://www.evolllution.com/research/what-teachers-can-do-for-returning-adult-students/
Russell, A. (1996). Six stages for learning to use technology. Paper presented at the
merican Educational Communications and Technology Association Convention,
dianapolis. Retrieved from http://www.russellsynergies.com.au/pdf/RussellSixStages96.pdf
elwyn, N., Gorrard, S. & Furlong, J. (2006) Adult learning in the digital age. London,
outledge Taylor & Francis.