Extension
volunteer teacher can overcome the act of deprivation to learning that is
sometimes, though not always, associated with the learners’ ages. While not all
of the participants in an Extension class will be affected by the act of
deprivation to learning which are listed below, the volunteer teacher should be
aware the significant number of retirees that participate in Extension education
programs. An awareness of these acts of deprivation to learning will make the
teaching and the learning process a more meaningful and rewarding experience to
all which are involve. There are cognitive and non-cognitive factors which
affect learning in older adults and their implications for learning as well.
Recall and
memory
In extension,
adults frequently complain that their memory is not what it used to be and that
it affects their ability in the learning of new material. Whether memory
deficits are real or imagined, there are some techniques that will aid both the
adult learner and the volunteer teacher. These include;
- Using cues
- Reducing interference
- Minimizing conditions that result in insufficient time to respond
- Using advanced organizers
Use cues
for the aiding of recall
The use of
cues in extension organization service is a means of aiding memory retrieval of
learners. A cue is a hint or a signal which indicate the nature of something to
be recalled. When the material to be learned requires some type of
memorization, a cue indicating the nature and manner of what is to be recalled
will be especially helpful to adult learners in the process, particularly if
they are older learners. The type of cue to be used in the learning process will
depend greatly on the task. Visual cues such as cards have been helpful in
psychomotor tasks involving a series of steps. Verbal as well as visual cues
will aid in recalling written or spoken responses of the learners. Whatever
type of cue that is employed, it is important that it be available at the time
of retrieval and related to the task at hand.
Eliminate all
forms of interference during learning
Adults in
extension service, particularly older adults, tend to be affected by various
kinds of interference if they occur during the learning process. Interference
from concurrent events may includes that of radios or televisions playing
during the learning session or process, children in the classroom, work place
noise outside the building or in an adjoining office or class, and students
talking during learner sessions. Minimizing the conditions that result in
interference is frequently not under the control and power of the teacher. The
most efficient way to control for interference is to choose or arrange a
setting most appropriate for the learning that is desired. Attention should be
given to the physical comforts of the learners as well as the arrangement of
the instructional setting in the learning environment.
Another type
of interference that can be controlled by the teacher is learning a second task
on the recall of the first one. Most times the content to be mastered in the
learning of extension organization involves learning several steps rather than
just one, and in some instances these tasks may be similar but different in
nature. To minimize this type of interference in extension learning process, a
skillful teacher will clearly differentiate the tasks to be learned so that
they can be disassociated from each other. When tasks are related, differences
should be emphasized and, where appropriate, practice should also be provided
to reinforce the uniqueness of each task in the process.
In the
learning process, previous learning can be an aid or a hindrance to learning of
new materials. When old skills and information have to be unlearned or discarded,
it can be psychologically painful to the adult learner because it gives the
impression that their skills are out-of-date and not useful for the present
life activities. The volunteer teachers need to be sensitive to interference
from prior learning if it causes a hindrance to the learning process at any
point in time. The volunteer teachers can emphasize the relevance of the new
information and relate it to what is already known to the learners.
Minimize all
learning conditions that require a rapid response
Naturally, adults
are often faced with reduced speed in memory recall and psychomotor skills.
Whenever possible, learning conditions that require speed should be minimized
to enhance assimilation. Providing opportunities for self-pacing has been an
effective means of eliminating the need for rapid response as a barrier to
learning. Programmed instruction uses a systematic presentation of the content
to be learned in small steps which require the learner to make responses and
supply them with immediate knowledge of results. An example of this is the
tutorial programs that can be used on personal computers. These include lessons
on using computer software as well as a great many other content areas such as the
income tax, personal finance, as well as foreign languages. Another form of
self pacing in this process is the learning module which typically includes
objectives, assessments and a variety of materials and experiences used to
acquire knowledge for the assessment. In addition to programmed tutorials and
the individual learner module, a creative volunteer teacher can modify the task
to accommodate reduced speed in recall.
Use
advance organizers in learning process
In extension,
organizer is a concept used to describe material that is presented prior to the
learning event and it is typically at a higher level of abstraction, generality
and inclusiveness than the material to be learned. The principle function of
the organizer is to bridge the gap between what the learner already knows as a
person and what they needs to know before the new material can be mastered by
them. Examples of organizers include abstracts, outlines, and summaries. By constructing
an organizer for each unit of study, the volunteer teacher provides the learner
a general overview of more detailed information prior to confronting it.
Advance organizers help the adult learner incorporate the new learning into the
existing cognitive structure.
Reduce anxiety
in learners
When adults
have anxiety about the learning of new materials and participating in education
programs, it is probably because of early childhood experiences that they must
have gotten. Anxiety toward learning is exacerbated by the fact that some adults
are poorly-educated in comparison to some of their younger contemporaries in
nature. The anxiety and the education level of the learners will vary a great
deal in classes taught by volunteers’ teachers. There are some specific steps
that a volunteer teacher can incorporate into the learning situation which can
lead to the minimizing of the anxiety over learning new material that comes
from many sources, some related to age, educational level, as well as negative
stereotypes too.
- Provide an atmosphere of support and helpfulness
- Give learners plenty of time to master new concepts
- Arrange the program so that additional sessions can be added if necessary to cover additional topics or to repeat topics
- Use participative situations to emphasize group support
- Use recognition and praise and avoid criticism and reproof
- Provide for feedback through peers
Limit the
use of evaluating the learning process
In extension
learning process, the use of evaluation processes will depend on the type and
purpose of the learning process. Some Extension activities demand on the rigorous
testing such as food preparation techniques, pesticide applications, and other
information that necessitates precision in application or measurement. However
there are many teaching tasks that do not need rigorous testing and evaluation
and therefore, self-evaluation or peer assessment will provide a valid measure
of accomplishment as well as eliminate the anxiety that often accompanies
testing.
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