Curriculum for Adult Multicultural Students

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Table of Contents

Introduction
Environment and Content
Learning Objective
Description of Learners
Section II
Summary
References

Introduction

The instructional plan in this paper is for adult learners in a multi-cultural classroom. Greef, Verte, and Segers (2015) reveal that an instructional plan enables teachers to visualize teaching processes and prepare effectively for lessons. This instructional plan is invaluable guidance for the effective teaching of a diverse group of adult learners. Boydell (2016) demonstrates that instructional plans enable teachers to stay on track and to achieve learning objectives. When lessons are planned, educational resources are effectively used to promote the acquisition of knowledge and skills by learners (Vanek, 2016). The instructional plan includes a description of the instructional environment and educational content. The objectives of the class and the characteristics of target learners are also highlighted in the instructional plan. Classroom conditions and learning strategies are also discussed.

Environment and Content

The learning will occur within organizational settings. The subject of the class is the use of new technology to promote teamwork in the workplace. The teaching will last for 5 days. The instruction will be aligned with human resource management objectives on the continuous learning and skill training of employees. Learners will gain new knowledge and skills related to the use of new technologies and collaborative tools to facilitate team activities.

Learning Objective

Learners will be expected to develop new knowledge and skills on the use of new technologies to facilitate teamwork.

Description of Learners

The learning targets adult learners between the ages of 20 and 40 years.
Both female and male learners will be enrolled.
The class will be diverse, including African Americans, Whites, Hispanic Americans, and Asian Americans.
The class will be composed of a multidisciplinary team of professionals, such as accountants, engineers, clerical staff, and managers.
The target learners have basic knowledge on the use of technology.

Section II

Condition/Timing	Motivational Purpose	Motivational Strategy	Learning Activity/Instructor Behavior
Day 1 (Morning Hours):Reflection of past learning experiences for 1 hour.	To encourage learners to share their past learning experiences. The purpose of the lesson is to enable learners to discuss the success they achieved in their past learning experiences. The learners will also get the opportunity of sharing insights on what should have been improved in their past training programs. During the reflection, the learners will explain why they think their past training experiences were successful or unsuccessful.	The instructor will encourage the exploration of past experiences and active participation in the discussion. The exploration strategy will motivate learners to assess the effectiveness of their past learning experiences. Learners will be encouraged to explore the teaching strategies used in their previous training programs. Through exploration, learners will be motivated to point out what they want to be done differently in the current class.	The instructor will play the role of facilitating the discussion. For example, the instructor will encourage learners to express their thoughts, views, and opinions on their past training experiences. The instructor will take notes on the concerns of learners. The notes will be applied in making the current class more effective than past training programs.
Day 1(Afternoon):Sharing of own learning goals and expectations for 1 hour.	To allow learners to participate in the planning of the learning strategies. The instructor will ask learners to think about what they want to learn about new technology. Learners will be encouraged to think of what they want to achieve at the end of the class. After reflecting on own learning goals and expectations, the learners will be asked to share their thoughts in class. Learners will be asked to say what they know about new technologies and the skills they want to learn. During the lesson, learners will also be asked to discuss the perceived benefits of using new technologies at work.	Learners will be given time for self-reflection. This will allow them to think about their knowledge and skills in the use of new technologies. The learners will also be given the opportunity of expressing their thoughts on the challenges of using technology for work activities.	The instructor will coordinate the discussion to give each learner an opportunity of expressing his or her thoughts. Also, the instructor will guide the discussion using questions and prompts meant to encourage learners to share their thoughts.
Day 2:A presentation by a guest speaker for 2 hours.	To develop new knowledge and skills on the application of new technologies in work teams. An expert on the use of technology in teamwork will be invited to provide knowledge on the benefits and drawbacks of technology in the workplace. The guest speaker will motivate learners to develop positive attitudes towards new technologies. The speaker will demonstrate why teamwork is easier with the use of new technologies.	The speaker will use visual aids, such as videos and charts to demonstrate the benefits of integrating new technologies into teamwork.	The instructor will introduce the guest speaker and provide learning materials necessary for the presentation. The instructor will also encourage learners to participate by asking relevant questions.
Day 3:The instructor will demonstrate real-life applications of new technologies in teamwork for 2 hours	To demonstrate educational material using real-life experiences. Real-life situations, such as case studies, role-playing, and simulations will be used to motivate learning on the use of new technologies by work teams. The instructor will motivate learning by experience. The learners will be engaged in simulated learning on how new technologies promote communication and collaboration among members of work teams. The learners will also be encouraged to achieve mastery and competency on the use of new technologies in team activities.	Learning by experience is an effective strategy in adult education because it enables learners to relate educational content with their professional practices (Rapchak, Lewis, Motyka, & Balmert, 2015). Simulations will be used to depict the actual application of new technologies in promoting interaction and active participation in diverse work teams.	The instructor will ensure that learners participate actively in role-playing and simulations. Learners will be expected to apply new technologies to facilitate interaction during the simulations and role-plays and after the class.
Day 4:Learners will be involved in a practical session for 2 hours.	To promote practical-oriented learning. Learners will assume roles related to work teams to facilitate the practical experience. IT staff within the organization will be involved in training learners on how to apply various technologies to communicate and share information within their teams. The learners will be motivated to use collaborative tools, social media platforms, wikis and other Web 2.0 technologies to facilitate information sharing and communication in their teams.	The practical approach will empower the learners and enable them to apply learned knowledge and skills to facilitate team activities.	The instructor will play the role of organizing learners into teams and ensuring they participate actively in practical activities.
Day 5:Self-assessment and peer-assessment activities for 1 hour.	To assess the success of the learning. Learners will be involved in assessing their own experiences and learning activities. The learners will specifically assess their participation and development of skills in the use of various technologies. They will also be involved in assessing their peers on participation, communication, and collaboration through the use of new technologies.	The self-assessment and peer-assessment strategies will be useful in determining the success of the learning process. Self-assessment will enable learners to determine own changes in attitudes towards the use of new technologies in team activities. Peer-assessment will enable learners to determine the feasibility of applying new technologies to promote participation, communication, and healthy professional relationships within diverse work teams.	The instructor will assess learners to determine the extent to which they have achieved desired learning outcomes. Learners will be allowed to assess their progress and successes about the acquisition of new knowledge and skills on the use of new technologies in teamwork.

Summary

The instructional plan is meant for adult learners in a diverse classroom. The learning will take place within organizational settings. It will be part of a continuous training strategy aimed at promoting professional growth and development. The teaching will focus on developing skills and knowledge on the use of new technologies to promote communication and collaboration among members of diverse teams. Male and female learners between the ages of 20 and 40 will be enrolled for the training. The class will be composed of people from different nationalities and ethnic backgrounds. The learners have basic knowledge on the use of computers. The goal of the planned instruction is to enable learners to develop new skills in the use of new technologies, such as wikis, social media, video conferencing, and messaging tools to support teamwork. Learning activities will occur over 5 days. Each lesson will take between 1 and 2 hours. Learners will be encouraged to reflect on their past learning experiences and to share their own learning goals and expectations on the first day of the training. They will also be encouraged to reflect on their past learning experiences to determine the goals they want to achieve at the end of the training. Self-reflection and exploration are effective strategies for teaching adult learners because they are experienced and motivated to learn (Rothes, Lemos, & Gonçalves, 2017).

On the second day, an expert will be invited to engage learners in presentations and discussions on the application of new technologies in teamwork. The speaker will use visual aids to facilitate learning. On the third day, the learners will be given the opportunity of learning new skills and knowledge through experience. Simulations, role-playing, and case studies will be used to facilitate learning. On the fourth day, learners will be engaged in practical sessions designed to enhance their skills in the use of new technologies and collaborative tools to enhance communication and collaboration in teamwork. The practical sessions will be successful because adult learners are practically oriented (Wuestewald, 2016). On the final day of the training, the learners will engage self-assessment and peer-assessment processes meant to determine the success of the training program. The instructor will also assess the students to determine the usefulness of the class to their professional development needs.

References

Boydell, T. (2016). Facilitation of adult development. Adult Learning, 27(1), 7-15.

Greef, M., Verte, D., & Segers, M. (2015). Differential outcomes of adult education on adult learners’ increase in social inclusion. Studies in Continuing Education, 37(1), 62-78.

Rapchak, M. E., Lewis, L. A., Motyka, J. K., & Balmert, M. (2015). Information literacy and adult learners. Adult Learning, 26(4), 135-142. Web.

Rothes, A., Lemos, M. S., & Gonçalves, T. (2017). Motivational profiles of adult learners. Adult Education Quarterly, 67(1), 3-29. Web.

Vanek, J. B. (2016). Blended learning for the adult education classroom. Journal of Research & Practice for Adult Literacy, Secondary & Basic Education, 5(1), 83-86.

Wuestewald, T. (2016). Adult learning in executive development programs. Adult Learning, 27(2), 68-75. Web.

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