This course introduces several approaches to teaching Northern adults using multi-level and cross-cultural principles. Topics include planning what to teach, planning how to teach and planning how to determine what was learned. The course emphasizes the skill of working with learners as partners in instructional delivery by respecting their interests, and it will include practice with a wide variety of teaching methods and aids. The role of the educator as a facilitator is combined with the idea of the instructor as an expert. An introduction to professional ethics is also an element of this course.
The practicum requires that the participant organize a supervised professional activity in the field of adult education. Participants will submit a proposal to the program chair. The proposal will identify the skills to be developed and evaluated. Within program guidelines, the participant will select a supervisor and will schedule a 45-hour practicum that includes observation, co-teaching, solo teaching and evaluation sessions. At the conclusion of the practicum, the participant will submit a portfolio documenting his or her learning experience. In the portfolio should be the approved proposal; a schedule of activities carried out; progress reports on growth in meeting objectives; formative and summative evaluation by learners, self and supervisor; and a reflective paper on the content and process of the practicum experience. Those wishing to challenge the practicum requirement may submit, to the program chair, a portfolio containing a resume, a recent performance evaluation, letters of reference, and a narrative report of adult education experience and the impact of the Certificate in Adult Education program on their practice.
This course surveys models of adult learning, growth, and development. Topics will include the characteristics and individual differences among adult learners, the influence of context in adult education, adult development and learning theories, and orientations to learning. Participants will examine ideas in relation to their own experiences as adult learners in order to come to a better understanding of the learning processes in adulthood and to clarify, and perhaps change, their own beliefs about learning in adulthood.
This course is about how to plan courses, particularly for adults. It is concerned with designing learning systematically by considering learners, content, intended learning outcomes, learning tasks, instructional strategies and foci, and evaluation. Course Planning will be useful for people who want to plan workshops as well as for those who want to plan full educational courses. It will teach the theory behind planning and a method of doing that planning. Participants will plan a course as they take the course thereby immediately applying the theory to a useful and practical project.
This course provides participants with the opportunity to identify and examine the personal beliefs, values, preferences, and character traits that define them as individuals and distinguish them as educators. Self-understanding serves as a foundation for the development of a personal philosophy of adult education to be used as a guide to ethical and sound decision-making in practice. Learners examine and analyze traditional and recent frameworks of philosophies of adult education to facilitate their thinking about their own beliefs and values and to help them articulate their personal philosophical positions. Descriptions of the main elements of teaching and learning transactions are explored as learners identify personal attitudes towards the elements in their own practices and consider the roles those elements play and the impact they have on their teaching and learning experiences. Learners also identify their personal teaching style by examining models of teaching styles and perspectives in adult education literature and by completing assessment instruments. Based on their new understandings of themselves and their work, learners then investigate and assess teaching strategies and methods recommended for specific purposes and needs in the field of adult education.
This course provides learners with the essential theoretical and practical elements to plan and develop programs. The course focuses on program development in a northern environment. Elements of the course include an orientation to program planning, program planning models, needs assessment, development of a program rationale, working with advisory committees, partnerships in program planning, and program evaluation. The course also focuses on the development of a program proposal.
Elements of Instruction II
This course continues the study of adult instruction by providing an opportunity to explore how people can work together and learn in multi-level groups. Topics include: expanding on methods and aids for instruction, group dynamics, apprenticeship groups, creating a learning community, communication ethics, supporting adult learners and practicing group facilitation. Practice in teaching and leadership will be provided through small group experience.
This self-directed learning activity requires the investigation of an aspect of adult education, relevant to Northern practice, in which the participant applies principles of adult learning and teaching theory. Usually, the project is work-related; however, it may be the study of an area of special interest to the participant separate from work duties. The participant submits a proposal to the program manager, or designate, outlining a work plan, personal learning goals and an evaluation process. At the conclusion of the project, the participant submits a copy of the approved proposal; a final report on the project background, purpose, execution and findings; and a copy of the project.
Those who wish to apply for credit for Special Project for work already completed may do so by submitting a portfolio containing a report on the project background, purpose, execution and findings; a copy of the final product of the project; and a letter of confirmation from the project sponsor.
Teaching Adult Literacy and Basic Education English
This course prepares educators to teach Adult Literacy and Basic Education (ALBE) English in the North. It examines the implications of first and second language acquisition theory for both learners and educators in Northern Adult Literacy and Basic Education English classes. The implications of the principles of adult education and of language teaching and learning theory are also examined in the context of the multicultural/multilevel ALBE classes of the Northwest Territories in order to provide a basis for sound decision making about course content, organization, materials, methodologies and assessment. An integrated, experiential approach to teaching and learning will be stressed as participants explore and practice strategies to help their learners improve skills in reading, writing, listening and speaking.
Community-Based Adult Education
This course explores the northern community as a foundation for the successful planning and delivery of adult education. Models of what communities are and can become, as well as community building that can lead to community ownership of Adult Education Programming are introduced through practical fieldwork. Topics include: gaining access to northern communities, using community history, self-care for adult educators, the role of an Adult Educator, managing a learning centre, supporting community development, negotiating partnerships, and evaluating community progress.
Teaching and Learning at a Distance
This course is an introduction to the theory and practice of distance education for adult educators in the North. It focuses on preparing teachers to facilitate distance learning based on their prior knowledge of adult learning, communication theory, and technology. Students will explore the use of appropriate technology and instructional design in distance education. In addition, participants will investigate ways to establish a community of learning in an online course. Students will conduct audio and computer conferencing sessions at several distance-learning sites, as well as construct an online course module. The course uses WebCT as the primary delivery medium.
Facilitating Personal Management
This course gives adult educators a framework and skills to assist them to deal with difficulties or situations that students present. From the listening model, you will be able to generate effective responses, have enhanced communication skills and understand personal boundaries with respect to counselling, helping and advising. Basic counselling and helping skills will be addressed. As well, you will assess your strengths and limitations as a helper. These skills can then be applied to manage individual difficulties with learners and to handle problems as they occur. You will be able to recognize the need for advanced counselling and the need for referral. You will understand the influences of culture and cultural differences to learning and helping.
Tutoring Literacy and Numeracy
This course is intended for practitioners who want to broaden, deepen, and affirm their understanding of adult literacy and numeracy theory and practice. Literacy will be presented as a social practice, a theory that acknowledges the different domains of life. Participants will learn about the role of literacy in participants’ lives, in relation to their families, social networks, and jobs. Participants will learn and reflect upon the different approaches to literacy instruction, reading, and assessment. The course’s primary focus will be on responding to the individual and collective needs of students, through effective assessment and instructional practices.
Teaching Adult Literacy and Basic Education Math
Teaching Adult Literacy and Basic Education Math is a course that prepares educators to teach Adult Literacy and Basic Education (ALBE) Math in the North. The course combines theory and practice about teaching and learning adult numeracy in a context of doing and investigating mathematics, while developing a critical appreciation of the place of mathematics in society. Participants will be able to respond to the numeracy needs of their students with a variety of approaches to teaching and with a range of appropriate mathematical resources and knowledge.
Evaluation for Learning
This introductory course provides adult educators with the skills to choose and design learning assessment and evaluation tools and strategies integral to the entire learning process. Prevailing theoretical frameworks on assessment, in the context of diverse Northern adult learning communities, are introduced and explored in this course. This course enables learners to critically explore recent developments in evaluation theory by integrating shared perspectives and dilemmas of evaluating adult learning. This hands-on course develops practical knowledge about the expectations and reasons for assessing learning by providing learners with experiences with a variety of evaluation methods. The aim of Evaluation for Learning is that learners successfully recognize and create evaluations that are fundamental for learning. As part of this course, learners develop a course evaluation plan inclusive of a variety of evaluation strategies and tools.