Creating Learning Partners: A facilitator’s guide for training effective adult literacy tutors

Option 1 Discussion, reflection, use of overhead
Why choose this option? Tutors have an opportunity to look at their own characteristics. Materials and equipment Flip chart and markers Overhead 2.1: Adult Learners Overhead projector and screen Preparation Read the background information in the introduction to this activity, Plain Talk – On Stereotypes, and/or some of the resources listed at the beginning of this unit (in the Useful Resources table), as needed, to become familiar with concepts to be covered. Prepare overhead. STEP-BY-STEP PROCESS Have tutors write down a few of the characteristics they bring to this learning experience. Have tutors share their thoughts with the rest of the group. List them on the flip chart. Put up the overhead and note the similarities and differences of the two lists. Usually what we bring to a learning situation is the same as what our learners will bring. Discuss the fact that the characteristics of adult learners differ from those of children and that, as a result, the way adults learn is different from the way children learn. Bring out the concept that we are all learners and that we all come to learning situations with similar characteristics, even though we have different experiences and backgrounds.

Option 1 Discussion, reflection, use of overhead

Why choose this option?

Tutors have an opportunity to look at their own characteristics.

Materials and equipment

Flip chart and markers
Overhead 2.1: Adult Learners
Overhead projector and screen

Preparation

Read the background information in the introduction to this activity, Plain Talk – On Stereotypes, and/or some of the resources listed at the beginning of this unit (in the Useful Resources table), as needed, to become familiar with concepts to be covered.
Prepare overhead.

STEP-BY-STEP PROCESS

Have tutors write down a few of the characteristics they bring to this learning experience.
Have tutors share their thoughts with the rest of the group. List them on the flip chart.
Put up the overhead and note the similarities and differences of the two lists. Usually what we bring to a learning situation is the same as what our learners will bring.
Discuss the fact that the characteristics of adult learners differ from those of children and that, as a result, the way adults learn is different from the way children learn. Bring out the concept that we are all learners and that we all come to learning situations with similar characteristics, even though we have different experiences and backgrounds.

Option 2 Reflection, use of sticky notes and overhead, discussion
Why choose this option? Some tutors may feel uncomfortable sharing their own characteristics. This activity allows tutors to share their ideas in a less threatening situation. Materials and equipment Markers Sticky notes Overhead 2.1: Adult Learners Overhead projector and screen Preparation Read the background information in the introduction to this activity, Plain Talk – On Stereotypes, and/or some of the resources listed at the beginning of this unit (in the Useful Resources table), as needed, to become familiar with concepts to be covered. Prepare overhead.

Option 2 Reflection, use of sticky notes and overhead, discussion

Why choose this option?

Some tutors may feel uncomfortable sharing their own characteristics. This activity allows tutors to share their ideas in a less threatening situation.

Materials and equipment

Markers
Sticky notes
Overhead 2.1: Adult Learners
Overhead projector and screen

Preparation

Tutoring tip

Learners will quickly sense if we see ourselves as better than they are because we have more education. Their life experience, and maybe our own, often involves getting through trying circumstances despite the odds. Genuine respect is something you feel and express from inside.