Teaching And Facilitation Activities Assignment

“There is considerable research that highlights that learning is powerful when learners are actively engaged” (Bound, Chia & Karmel, 2016 as cited in Bound, 2020, p. 4).

Adult learning theory is a framework that elaborates a process through which adults effectively design and learn. Application to this framework increases an individual's ability to learn effectively, solve critical problems and maintain self-direction.

Teaching spoken english language to a group of Mandarin speaking adults in a library and teaching how to make powerpoint presentation to a group of adults, in a company, online via zoom are two teaching context taken into account for the discussion below.

Teaching and facilitation activities you will implement to ensure that the learner is fully engaged

Recognising the diverse learning needs and preferences of adult learners is essential to ensure the learner is fully engaged (Bound, 2020). If the teaching style closely matches the students preferred style of acquiring knowledge, learning becomes easier and more natural, results improve and learning time is reduced (Dagar & Yadav, 2016). It is also important to consider whether the activities reflect a learner-centred approach, where the needs, preferences, and prior knowledge of adult learners are taken into account (MoE, 2011). This can enhance engagement and motivation.

A well-structured lesson plan that outlines the learning objectives, content and progression is an important start. In both the course, clear instructions help adults understand the purpose and expectations of the course, enhancing their engagement (Probert, 2009).

Providing step-by-step explanations and demonstration of the various features and functionalities of PowerPoint online would be beneficial for engagement. It would also be essential to offer guided practice sessions where learners can follow along with the instructor's instructions. This hands-on approach allows adults to apply their knowledge in a controlled environment, promoting active learning and skill development (MoE, 2011) thus allowing learners to gain a foundational understanding of PowerPoint.

Adult learners are typically motivated by practical applicability. Understanding what the participants value and engaging them in those areas is essential (McCarthy, 2015). Actively engaging learners in tasks that incorporate real-life scenarios would hence be an essential facilitation activity. Adult learners benefit from active learning approaches that engage learners and grab attention to ensure reception (Oletu, 2021). In the English language teaching course, incorporating role-play scenarios that mirror real-life situations and designing tasks that engage learners in group discussions on topics relevant to their lives, would keep them fully engaged (MoE, 2011). Encouraging learners to actively participate in conversations and practice language would enhance their communication skills. Incorporating authentic materials like news articles, videos, and podcasts to expose learners to real-world language. This would promote active participation and fosters communication skills (MoE, 2011).

Incorporate problem-solving activities and case studies that require learners to apply PowerPoint to real-life scenarios, demonstrating the practicality of the software, would benefit the learners.This could involve learners actively creating presentations under the instructor's guidance. When learners are engaged in real-world tasks, it increases the meaningfulness of the learning process (Oletu, 2021).

In the English language course, collaborative projects could be assigned that encourage learners to research, discuss and present, fostering teamwork and language skills. Group projects that involve exchange of ideas among participants creating high level of engagement (Weimer, 2012)

Furthermore, learner engagement could be kept at a high lever by offering a variety of activities to cater to different learning styles and interests (MoE, 2011). Incorporating technological advancements into English language teaching course provides opportunities for active engagement (Worsham, 2014). Language learning apps and multimedia resources enable learners to practice English outside the classroom and personalise their learning experiences.

In the online powerpoint course, incorporate digital tools and online resources would also make learning interactive and engaging. Forums, interactive demonstrations to showcase PowerPoint features and functionalities in real-time, self-assessment activities and additional practice sessions would support learner engagement.

Provide timely feedback on learners' progress and performance and give them opportunities to analyse and reflect on what they are learning will make them aware of themselves as learners and make learning skills something the want to develop (Weimer, 2012). Regular assessments and quizzes could be used in both the learning context to help maintain high levels of engagement and gauge understanding and identify areas for improvement. This timely feedback on learners' progress and performance would help the adults track their development and motivate them to further enhance their skills (Teaching and Learning Frameworks, 2021).

Evaluate the types of activities dictated by the particular adult learning models utilised

When teaching English language course to a group of non english speaking adults and teaching PowerPoint online to adults, various teaching and facilitation activities were employed, which can be analyzed through different learning theories. By selecting and designing activities that reflect the characteristics and goals of the adult learning models being addressed, one can create a more effective learning environment for adult learners (Learning: Theory and Research, n.d.).

Behaviourism emphasises learning through observable behaviours and stimulus-response associations and they can be effective for skill acquisition (Mozaffari et al. 2020). In behaviourist theory learning focuses on observable behaviours and the use of reinforcement to shape and reinforce learning outcomes (Skinner, 1954).

It is effective in providing structured learning experiences for adults who prefer clear guidelines and instructions. Step-by-step tutorials and focus on demonstrations, providing clear instructions and repetitive practice, in the PowerPoint teaching is dictated by Behaviorist Theory.

Cognitivist activities emphasise active engagement, relevance, and problem-solving (Ch, n.d.). Activities where adults can apply their existing knowledge and experiences and reflect on their learning process, align with Cognitivist theory. In the English language courses, cognitivism is seen in activities that rely on mental processes such as memory, thinking, and problem-solving.

Constructivist activities align with adult learning models that prioritize experiential learning, self-direction, and collaboration (University College Dublin, 2018). Constructivist theory suggests that learners actively construct knowledge and meaning through social interaction and hands-on experiences (Dagar & Yadav, 2016). These activities reflect the constructivist approach by facilitating active construction of knowledge through authentic experiences and social interactions (Papert, 1991)

Both the English language course as well as the online power point course demonstrate constructivism through activities such as collaborative projects, role play and story telling, project based learning, discussion forums and reflection on the learning process (Dagar & Yadav, 2016).

Analyse and explain in detail, the relationship of these teaching/facilitation activities to the adult learning models being addressed

The relationship between teaching activities and adult learning models lies in their alignment with the principles and assumptions of each model.

Incorporation behaviourist theory is effective in providing structured learning experiences for adults who prefer clear guidelines and instructions (Ch, n.d.) . In the context of teaching PowerPoint online, behaviorist activities include step-by-step tutorials providing clear instructions and demonstrations and also guided practice sessions to reinforce learning and provide immediate feedback on correct actions. These activities align with behaviourist principles with the aim to elicit desired behaviours and responses through repetition and reinforcement (Skinner, 1957).

In the English language course, activities encourage learners to analyze, evaluate, and problem-solve, aligning with cognitivist theories that emphasize information processing and mental representation (Ertmer & Newby, 2013). In the English language course, the activities that relate to cognitivist theories in the English speaking course involve presenting real-world scenarios where learners must engage in discussions and role play. Brainstorming ideas during group activities and interactive discussions, reflective journals to help them track progress and reflect on their language development, encourage deeper understanding, evaluation, critical thinking and memory retention, which align with the cognitivist theory.

In the powerpoint course, constructivist theory could be seen in assigning tasks that require learners to create PowerPoint presentations based on real-world scenarios, promoting active engagement and knowledge construction. These activities encourage learners to connecting new information with existing mental framework and construct their understanding through authentic experiences (Jaswal & Behera, 2023) Collaborate with peers to discuss design choices and create group presentations further incorporated constructivist theory.

In the english language course, constructivist theory could be seen in activities that engaged learners in hands on activities like role play, using authentic materials enabling learners to construct their language skills through real world applications, having learners maintain journals to foster self awareness and active participation and collaboration through group discussions. These activities aligns with constructivist theory, which emphasise active participation, collaboration and the integration of new knowledge with prior experiences (Dagar & Yadav, 2016).

Both the activities that align with constructivist theory adapt to learners needs and prior knowledge, providing guidance when necessary and allowing for independent exploration and discovery (Papert, 1991).

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