{"product_id":"creating-courses-for-adults-isbn-9781118438978","title":"Creating Courses for Adults","description":"\u003cb\u003eBecome an effective adult educator by approaching teaching systematically\u003c\/b\u003e  \u003cp\u003eAs the author describes at the beginning of \u003ci\u003eCreating Courses for Adults,\u003c\/i\u003e \"The big idea of this book is that education for adults has to be designed.\" Whether in basic skills training, English language classes, professional development workshops, personal interest courses, or formal degree programs, good teaching tends to conceal all the planning and decisions which had to be made in order to present participants with a seamless and coherent process for learning. The author posits that nobody is a completely intuitive teacher and that everybody has to make a series of choices as they put courses together. The decisions they make are important and far-reaching, and deserve to be considered carefully.\u003c\/p\u003e \u003cp\u003eStarting with the three core factors which must be taken into account when creating courses, \u003ci\u003eCreating Courses for Adults\u003c\/i\u003e walks readers through a manageable process for addressing the key decisions which must be made in order to design effective learning.\u003c\/p\u003e \u003cul\u003e \u003cli\u003e\n\u003ci\u003eInstructor\u003c\/i\u003e factors are what the teacher brings to the teaching and learning process, such as experience and preferences.\u003c\/li\u003e \u003cli\u003e\n\u003ci\u003eLearner\u003c\/i\u003e factors are the influences that students bring with them, including their past experiences and expectations for the class.\u003c\/li\u003e \u003cli\u003e\n\u003ci\u003eContext\u003c\/i\u003e factors include the educational setting, whether in-person or online, as well as the subject matter.\u003c\/li\u003e \u003c\/ul\u003e \u003cp\u003eReaders of \u003ci\u003eCreating Courses for Adults\u003c\/i\u003e will learn a systematic approach to lesson and course design based on research into the ways adults learn and the best ways to reach them, along with pointers and tips for teaching adults in any setting.\u003c\/p\u003e \u003cp\u003ePreface xi\u003c\/p\u003e \u003cp\u003eWhy Design? xv\u003c\/p\u003e \u003cp\u003ePerspective on Learning xix\u003c\/p\u003e \u003cp\u003eFurther Information xx\u003c\/p\u003e \u003cp\u003eAcknowledgments xxi\u003c\/p\u003e \u003cp\u003eAbout the Author xxiii\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart One Core Factors in Teaching\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eOne\u003c\/b\u003e All About You 3\u003c\/p\u003e \u003cp\u003eWhy Who You Are and What You’ve Done Matters 4\u003c\/p\u003e \u003cp\u003eReflecting on Your Approach 7\u003c\/p\u003e \u003cp\u003eWhat Are We Doing It For? 11\u003c\/p\u003e \u003cp\u003eWhy Identity Matters 16\u003c\/p\u003e \u003cp\u003eGoing Further 18\u003c\/p\u003e \u003cp\u003eConclusion: Pulling It Together 21\u003c\/p\u003e \u003cp\u003e\u003cb\u003eTwo\u003c\/b\u003e Engaged and Involved Learners 23\u003c\/p\u003e \u003cp\u003eHow Do People Learn? 24\u003c\/p\u003e \u003cp\u003eEngagement in Learning 30\u003c\/p\u003e \u003cp\u003eLearner Diversity 36\u003c\/p\u003e \u003cp\u003eResponding to Diversity 47\u003c\/p\u003e \u003cp\u003eConclusion: Making Difference Matter 52\u003c\/p\u003e \u003cp\u003e\u003cb\u003eThree\u003c\/b\u003e Context Drives Design 53\u003c\/p\u003e \u003cp\u003eWhy Context Matters 54\u003c\/p\u003e \u003cp\u003eBall Gown or Boots: Formality 56\u003c\/p\u003e \u003cp\u003eWired Learning 59\u003c\/p\u003e \u003cp\u003eOrganizational Context 62\u003c\/p\u003e \u003cp\u003eThe Aims of the Course 65\u003c\/p\u003e \u003cp\u003eTime, or the Lack Thereof 67\u003c\/p\u003e \u003cp\u003eSomewhere to Sit: Physical Resources 69\u003c\/p\u003e \u003cp\u003eConclusion 72\u003c\/p\u003e \u003cp\u003e\u003cb\u003ePart Two The Key Decisions\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eFour\u003c\/b\u003e Knowing Where You Are Going 77\u003c\/p\u003e \u003cp\u003eObjectives—And Some Objections 80\u003c\/p\u003e \u003cp\u003eThe Educator 86\u003c\/p\u003e \u003cp\u003eThe Learners 88\u003c\/p\u003e \u003cp\u003eThe Context 90\u003c\/p\u003e \u003cp\u003eConclusion 92\u003c\/p\u003e \u003cp\u003e\u003cb\u003eFive \u003c\/b\u003eContent and Resources for Learning 95\u003c\/p\u003e \u003cp\u003eInformation and Objects 98\u003c\/p\u003e \u003cp\u003eResources and Materials 101\u003c\/p\u003e \u003cp\u003eThe Educator 103\u003c\/p\u003e \u003cp\u003eThe Learners 105\u003c\/p\u003e \u003cp\u003eThe Context 107\u003c\/p\u003e \u003cp\u003eConclusion 109\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSix \u003c\/b\u003eWays of Working Together 111\u003c\/p\u003e \u003cp\u003eThe Range of Methods 114\u003c\/p\u003e \u003cp\u003eThe Educator 121\u003c\/p\u003e \u003cp\u003eThe Learners 123\u003c\/p\u003e \u003cp\u003eThe Context 125\u003c\/p\u003e \u003cp\u003eConclusion 127\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSeven\u003c\/b\u003e What Do the Learners Say? 131\u003c\/p\u003e \u003cp\u003eDesigning Evaluation 134\u003c\/p\u003e \u003cp\u003eThe Educator 138\u003c\/p\u003e \u003cp\u003eThe Learners 140\u003c\/p\u003e \u003cp\u003eThe Context 142\u003c\/p\u003e \u003cp\u003eConclusion 145\u003c\/p\u003e \u003cp\u003e\u003cb\u003eEight\u003c\/b\u003e Making Learning Visible 147\u003c\/p\u003e \u003cp\u003eCounting What Counts 150\u003c\/p\u003e \u003cp\u003eThe Educator 157\u003c\/p\u003e \u003cp\u003eThe Learners 159\u003c\/p\u003e \u003cp\u003eThe Context 162\u003c\/p\u003e \u003cp\u003eConclusion 164\u003c\/p\u003e \u003cp\u003e\u003cb\u003eNine\u003c\/b\u003e You Can Take It with You! 167\u003c\/p\u003e \u003cp\u003eMoving Learning beyond the Course 170\u003c\/p\u003e \u003cp\u003eThe Educator 174\u003c\/p\u003e \u003cp\u003eThe Learners 176\u003c\/p\u003e \u003cp\u003eThe Context 178\u003c\/p\u003e \u003cp\u003eConclusion 180\u003c\/p\u003e \u003cp\u003e\u003cb\u003eTen \u003c\/b\u003eDesign Frames Practice 183\u003c\/p\u003e \u003cp\u003eThe Book in a Box 183\u003c\/p\u003e \u003cp\u003eAn Example of a Program Design 186\u003c\/p\u003e \u003cp\u003eFor New Educators of Adults 187\u003c\/p\u003e \u003cp\u003eConclusion 191\u003c\/p\u003e \u003cp\u003eReferences 193\u003c\/p\u003e \u003cp\u003eAppendix A: A Blank Design Framework 199\u003c\/p\u003e \u003cp\u003eAppendix B: Where to Find Further Resources 201\u003c\/p\u003e \u003cp\u003eIndex 203 \u003c\/p\u003e   \u003cp\u003e\u003cb\u003eRALF St. CLAIR\u003c\/b\u003e is professor and dean in the Faculty of Education at the University of Victoria in British Columbia.     \u003c\/p\u003e\u003cp\u003e\u003ci\u003eCreating Courses for Adults\u003c\/i\u003e is a guide to the behind-the-scenes work that goes into good teaching. Whether you are new to adult education, or want to improve the courses you already teach, this book will equip you with a systematic approach to lesson and course design which is based on research into the ways adults learn.  \u003c\/p\u003e\u003cp\u003eThe book walks readers through a manageable process for addressing the key decisions which must be made in order to design effective learning. What specific ideas or skills should you teach? What resources will you use? Which teaching methods are best for your situation? How will you know if your lesson was successful? The most effective teachers decide on the answers to these questions before they ever set foot into the learning environment. In \u003ci\u003eCreating Courses for Adults\u003c\/i\u003e, you’ll learn how to make these crucial decisions in order to craft a course that best fits your experience and approach to teaching, the influences your learners bring with them, and the context of the course, including educational setting and subject matter.  \u003c\/p\u003e\u003cp\u003eRalf St. Clair, a respected author and professor of adult education, doesn’t believe in telling you how to do your job. Instead, he recognizes that teaching is an intensely personal activity and that only you as the educator can know what’s right for you. \u003ci\u003eCreating Courses for Adults\u003c\/i\u003e offers a spread of teaching possibilities and gives you the evidence-based framework you need to choose the options that will help you design an outstanding educational experience.  \u003c\/p\u003e\u003cp\u003e“In clear and accessible language, \u003ci\u003eCreating Courses for Adults\u003c\/i\u003e takes teachers through the steps necessary to create purposeful and engaging learning experiences for adults. Novices or experts will be stimulated to rethink how they design learning.”\u003cbr\u003e \u003cb\u003e—Stephen Brookfield,\u003c\/b\u003e John Ireland Endowed Chair, University of St. Thomas  \u003c\/p\u003e\u003cp\u003e“Anyone who is an educator of adults should read this book because it will enable you to plan and deliver good courses. St. Clair’s exciting approach demonstrates not only the centrality of design but also the importance of placing values at the heart of our practice.”\u003cbr\u003e \u003cb\u003e—Lyn Tett,\u003c\/b\u003e professor emeritus, University of Edinburgh\u003c\/p\u003e","brand":"Jossey-Bass","offers":[{"title":"Default Title","offer_id":47989000896741,"sku":"NP9781118438978","price":40.0,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9781118438978.jpg?v=1761782381","url":"https:\/\/k12savings.com\/es\/products\/creating-courses-for-adults-isbn-9781118438978","provider":"K12savings","version":"1.0","type":"link"}