ECI615 Week Two Scenario B Jane Adult Learner Instructions ✓ Solved

Eci615 Week Two Scenario B Jane Adult Learnerinstructions

Use the following scenario to address the Week Two Discussion if your area of focus is that of adult learners. You are in charge of staff training and professional development for a company requiring a variety of ongoing skill development and policy and procedures training required for all employees throughout a given year. While much of the staff work at a full time capacity and have longevity in the company, others hold part time positions, are new to the company, and are otherwise less familiar to you than the full-time staff.

After instructing a group of 20 participants over the course of three workshop sessions, you are approached by Jane, a newly hired employee who asks for your help. She reveals that she has had difficulty following along during your instruction as you lead at the front of the room, going through your PowerPoint presentation each day. While she can hear and see what is on each slide, she is unable to remember all of the information and can’t seem to keep up when taking notes on her own paper. Her last two quizzes over the workshop resulted in scores lower than the 80% required to pass. She is not yet familiar with others at the company and has been sitting by herself during the workshops. She is fearful she will lose her job and reveals to you that she has always struggled in these types of learning situations.

With four more workshops left in her training, you agree to review her latest quizzes and come up with a plan to help. One of the quizzes required a formal written response while the other, multiple choice and short-answer responses. You notice Jane exhibits a general understanding of the material, but her answers leave out important details that would earn her more points and demonstrate mastery. You meet with Jane the next day and ask her to respond to a few questions that had been on the previous quizzes. The questions you ask are those in which her extended responses were lacking in detail. Jane is able to verbalize to you her understanding of the questions with detail when prompted. She is relaxed and shares her understanding as if in a conversation rather than a testing situation.

How can you help Jane while giving her the same information as her peers?

Student-Centered Intervention Plan

1. Identified Need of Individual: Jane struggles to keep pace with the instructional format and has difficulty retaining information, which affects her performance on quizzes and creates anxiety about her job security.

2. Goal or Outcome for the Intervention: To improve Jane's performance in workshops and quizzes, ensuring she understands and retains the material presented, aiming for at least an 80% score on future assessments.

3. Screening Data: Jane’s discussion during the meeting reveals her understanding, but quiz performance shows critical gaps in detailed responses. Her low quiz scores indicate a struggle with the learning material presented in the given format.

4. Intervention Description: Implement a multi-modal instructional strategy, leveraging both visual and verbal materials, including recorded lectures, interactive quizzes, and peer study groups. Required materials will include digital tools for note-taking and access to recorded sessions.

5. Differentiation: This intervention will cater to Jane’s learning style. By providing materials in multiple formats (audio, visual, kinesthetic), it ensures she can engage with the content in a manner that suits her best, differentiating her learning experience from her peers.

6. Recommended Timeline: The intervention will span the next four workshops, with weekly check-ins after each session. This timeline is appropriate as it allows gradual adjustment and reinforcement of learning methods, ensuring Jane feels supported without overwhelming her.

7. Progress Monitoring: Monitor Jane’s progress after each workshop through quiz results, and informal check-ins regarding her comfort level with the material and her participation in peer study groups.

8. Goal Setting/Motivation: Involve Jane in setting her goals for each workshop, which empowers her and provides motivation by having her actively participate in her learning journey.

9. Collaboration: Collaborate with workshop facilitators and HR personnel to communicate Jane's learning plan and ensure consistent support from all involved parties. Regular updates will keep everyone informed about Jane’s progress and potential adjustments to her intervention plan.

10. Example of your Intervention Plan:

• Day 1: Introduce Jane to audio-recorded workshop materials.
• Day 2: Facilitate a small group study session with peers.
• Day 3: Review quiz performance together, identifying areas for improvement.
• Day 4: Set specific, achievable goals for quiz retakes.
• Day 5: Check-in to discuss progress and areas of concern.

11. Data Checkpoints/Progress Monitoring: Each week, collect data on Jane's quiz scores, participation levels in group activities, and her confidence levels through surveys or informal discussions.

12 a. Barriers/Challenges: Anticipated challenges include Jane’s anxiety about her performance and possible resistance to group participation due to her past experiences. Additional challenges could arise from the variation in learning styles among her peers.

12 b. Plan for addressing these barriers: Organize supportive measures, such as connecting her with a mentor, and create a safe discussion environment that encourages sharing and learning from one another.

13. Communication and collaboration: Effective communication will be maintained through regular meetings with workshop facilitators and HR. Professional development on adult learning principles may be required for all facilitators to understand how to support diverse learning needs effectively.

14. Follow up and support: Establish a follow-up plan post-intervention to assess Jane’s long-term retention and understanding of the material. Offer continued access to resources and check in periodically to ensure she remains engaged and supported.

Conclusion

This intervention plan is tailored to aid Jane in overcoming her learning challenges while providing her with the same rigorous instructional content as her peers. By adopting a student-centered approach that emphasizes support, motivation, and collaboration, Jane can enhance her learning experience and performance in the workplace.

References

• Knowles, M. (1990). The Adult Learner: A Neglected Species. Gulf Publishing Company.
• Brookfield, S. D. (1986). Understanding and Facilitating Adult Learning. Jossey-Bass.
• Gardner, H. (1993). Multiple Intelligences: The Theory in Practice. Basic Books.
• Mezirow, J. (1991). Transformative Dimensions of Adult Learning. Jossey-Bass.
• Knowles, M. S. (2011). The Adult Learner: The Definitive Classic in Adult Education and Human Resource Development. Routledge.
• Illeris, K. (2009). A Comprehensive Understanding of Adult Learning. In The SAGE Handbook of Adult Learning and Leadership.
• Orozco, E. (2015). Strategies for Teaching Adults: Mirrors and Lenses. Wiley.
• Cross, K. P. (1981). Adults as Learners: Increasing Participation and Facilitating Learning. Jossey-Bass.
• Cranton, P. (1994). Understanding and Promoting Transformative Learning: A Guide for Educators of Adults. Jossey-Bass.
• Knowles, M. (1984). Andragogy in Action: Applying Modern Principles of Adult Learning. Jossey-Bass.