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I have considered providing guided notes after at the end of the program before they take their post-test and making it a prerequisite. I've found many of my students (incarcerated men) tend to check boxes and just quickly go through post-test to get the certificate of completion. I think requiring this would slow them down and raise post-test scores which technically are used to evaluate me as an instructor. One issue I see with guided notes during the session is having slow down the lecture and PowerPoint to allow time for students to fill in their notes. I concerned slowing… >>>

The "making the course content relevant" could work in my situation. I teach "pre-release" which is a required course that is designed to cover areas that will help our incarcerated residents stay out of prison. If I could start each session with a discussion of how a particular class may help them in staying out of prison, maybe that provides some motivation.

I've tried to incorporate all the learning preferences into my lessons. We have lecture and discussion; PowerPoints (where students read the slides aloud) and videos; worksheets and group activities; and a simulation. I am flirting with the idea of trying to find a way to find out each student's preference and try to find a way for me to easily identify it during class.

The video about students raising their hands was spot on. I often see students raise their hands when I haven't finished what I believe to be a salient point. I was then call on them and many times they do take us backwards. Maybe one strategy would be for me to slow a bit to give their brains time to catch up. I also like the concepts of episodic and semantic. I have some vivid memories from decades ago and they usually revolve around having experienced some kind of powerful emotion.

I was an adult learner. I try to be conscious of what an adult learner has to go through with having a family, a job and "adult responsibilities." I do not make it easier for them, just more suited to them.

The dual psychology approach fits with my experience with anatomical learning. The left side of the brain is well known to have the language centers and the right side is well known for creative exploits. 

I am a big believer in the adult learner wanting to know what is in it for them. I think when an adult learner goes back to school they have an idea of what they will get out of it. I try to always show how information is useful to an individual when I can. Students listen more when they know there is something in it for them

Seems like the adult learning lifespan has some similarities to the regular human lifespan. Taking that into account with your students would be worthwhile to recognize.

 

I would allow the adult learners to express their strengths of experience, time management and multi-tasking in certain activities to help them feel as though they have something to offer, which they do. 

I have learned there are ways to check staff emotional intelligence and it plays a large role in learning and motivation 

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