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Icebreaker Activity: “Two Truths and a Lie”

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Icebreaker Activity: “Two Truths and a Lie”

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Purpose: This fun and low-pressure activity helps students become more comfortable with one another, encouraging conversation and helping to reduce anxiety.
Adult Learning Connection: Supports Maslow’s need for belonging and Knowles’ principle of self-concept by encouraging learners to share personal experiences in a non-threatening environment.
How to Use: Ask each student to share three statements about themselves—two true and one false. The class then guesses which one is the lie.
Link: https://neatro.io/blog/two-truths-and-a-lie-icebreaker/

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Purpose: Encourages learners to make connections between class content and their lived experiences. Helps identify prior knowledge, new insights, and personal growth.
Adult Learning Connection: Supports self-directed learning and critical reflection—cornerstones of adult learning theory. This also supports affective domain development in Bloom’s Taxonomy.
How to Use: Ask students to write brief reflections at the end of each class responding to prompts like “What did I learn today that challenged my thinking?” or “How can I apply this to my work or life?”
Link: https://www.edutopia.org/article/teaching-empathy-through-journaling/

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This adult evening class consists of learners between 25 and 55 years old, who come from various cultural backgrounds and levels of education. There are those who have finished high school, others who have gone to some college, while the rest balance work and family. The learners enjoy experiential and practical learning modes, including visualizations, groupings, and case studies. They usually experience obstacles such as limited time available, technology access problems, fear of going back to school, and language difficulties. In order to accommodate these students, instructional methods need to consist of explicit instructions, pacing flexibility, active engagement, individualized feedback, and access to supplements.

Demographic Information:

Ages range from mid-20s to mid-50s, representing working adults balancing jobs and family responsibilities.

Ethnically diverse, including individuals from various cultural and language backgrounds.

Level of education ranges: some have a high school degree only, others have attended some college but not earned degrees.

Learning Styles:

Experiential and practical learning are favored by many adults, directly applying knowledge to actual circumstances.

Visual aids, hands-on activities, and discussion opportunities assist learners with remembering and comprehending information.

A preference for collaborative learning settings is prevalent, where exchange among peers enhances understanding.

Flexibility in pacing and formats (in-person, digital resources) supports varied schedules and learning speeds.

Barriers to Learning:

Time constraints due to employment and family obligations limit study time and attendance flexibility.

Limited access to or familiarity with technology can hinder engagement with digital tools and assignments.

Some learners experience anxiety or lack confidence due to gaps in prior education or returning to formal learning after years.

Language proficiency differences affect comprehension and participation for non-native English speakers.

Learner Needs:

Supportive, non-judgmental classroom climate that builds self-confidence and encourages risk-taking in learning.

Clear instructions and scaffolded activities that gradually build complexity to avoid overwhelming learners.

Regular feedback and goal-setting opportunities to maintain motivation and track progress.

Use of culturally responsive materials and inclusive language to affirm learners' identities and experiences.

Options for asynchronous learning or supplemental resources to accommodate varied schedules and learning speeds.

Summary:
Understanding these multifaceted needs allows for designing learner-centered experiences that are inclusive, flexible, and relevant. Addressing barriers proactively and emphasizing collaboration and support will improve engagement and outcomes for this diverse adult group.

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Digital Engagement Wall – Padlet Brainstorming

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Digital Engagement Wall – Padlet Brainstorming

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urpose: Use Padlet to create a shared digital “wall” where students post ideas, questions, or goals throughout the course.
Adult Learning Connection: Builds community, encourages collaboration, and provides space for ongoing reflection. Helps learners with varied learning styles (visual, verbal, social) feel included.
How to Use: Create a Padlet board where each student adds a note about what they hope to learn or contribute to the course. Revisit the board throughout the term to reflect on growth.
Link: https://www.proliteracy.org/wp-content/uploads/2025/02/7.1.11-Tech-Column.pdf

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Reflection: The Role of Belonging in Adult Learning

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Reflection: The Role of Belonging in Adult Learning

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Belonging is a foundational need in adult learning environments. When learners feel emotionally and socially connected to the classroom, their engagement, motivation, and ability to retain information significantly improve. According to Maslow’s Hierarchy of Needs, belonging is essential before learners can reach higher-order thinking or self-actualization. A classroom that fosters inclusion and respect encourages learners to take risks, collaborate, and persist through challenges.

Jack Mezirow’s Transformative Learning Theory also highlights the importance of belonging by emphasizing the value of dialogue, critical reflection, and support in transforming perspectives. Adults need spaces where they feel safe to question assumptions and engage in meaningful discourse.

In my course design, I intentionally include activities like “Two Truths and a Lie,” scenario-based discussions, and journaling, all meant to validate learner voices, build trust, and support emotional safety. Additionally, diverse modes of participation (speaking, writing, group work) are integrated to respect varied preferences and promote equity.

Examples of tools and resources that support belonging:

Creating a Sense of Belonging in the Classroom
Source: Edutopia
https://www.edutopia.org/article/creating-sense-belonging-classroom

💬 Summary: Offers practical tips on creating emotional and social safety in classrooms. Focuses on listening, student identity, and validation.

Adult Learning and the Importance of Belonging
Source: American Psychological Association (APA)
https://www.apa.org/education-career/teaching-learning/adult-learners-belonging

💬 Summary: Discusses how belonging impacts adult learners and provides strategies for educators to improve connectedness in educational environments.

Maslow’s Hierarchy of Needs (interactive article)
Source: Simply Psychology
https://www.simplypsychology.org/maslow.html

💬 Summary: A breakdown of Maslow's theory with updated visual aids to help understand the role of belonging in adult motivation.

Transformative Learning Theory Explained
Source: InstructionalDesign.org
https://www.instructionaldesign.org/theories/transformative-learning/

💬 Summary: Explains Mezirow’s theory in clear, accessible language and shows how critical reflection fosters deep learning and personal growth.

In conclusion, a strong sense of belonging helps adult learners overcome barriers such as fear, isolation, or lack of confidence. By weaving belonging into classroom routines and learning designs, we support not just academic success but holistic learner development.

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Need Analysis

The detailed needs assessment for ESL English 080 shows the diverse nature of the students, showing what are the important considerations in developing curriculum. The evening class comprises 18 students aged from 24 to 58 years. With an academic context that accommodates both face-to-face communication and the diversity of learning styles. The class is mostly women bringing different cultures into the class, where 80% of the students consider their cultural background as Black/African American; 10% consider themselves as Hispanic/Latinx, 5 % as Asian/Pacific Islander. This presents a multi-culture classroom that greatly influences the methodologies and approaches to be used (Snow, 2024). According to the breakdown of the students, most of the languages spoken in the class (40%) are English so by using teaching resources that are adaptable and reachable is considered in the course design; although there is an apparent class that experiences language impediment, the class is composed (50%) of its people. 40% of the 18 students have healthcare background, 20% has business experience. Assessing the course design, it is important to consider the varying people’s experiences; the design must focus on this factor. 20% of the students are anxious about being assessed.

In addition, ESL English 080 course will have specific students so knowing them and their demographics and learning preferences is essential in developing a digital toolbox. Knowing that the age range is quite broad and the common cultural identities can assist in developing relevant content that speaks to the learners and makes a connection. Because of the different educational backgrounds and work experiences with a focus in health care and business, developing a course that uses application of material and the students’ experiences will assist in developing better outcomes. Knowing the different learning preferences such as visual or hands-on can develop the learning experience with the use of multimedia materials that support learning theories associated with adult students. Ultimately, knowing the demographics and learning preferences of the student population assists in meeting barriers related to language and assessment in the digital toolbox but also allows for a supportive, welcoming environment in the course (Crowder & Clark, 2022).

Learning Experiences

To meet the needs of culturally diverse adult learners in the ESL English 080 course, the best practices include introducing learner-centered experiences with a focus on active learning and adult learning theory. Active learning involves the use of activities to engage students and encourage their voluntary participation. Some examples of active learning strategies include collaborative group assignments and exploratory problem-solving challenges. These techniques promote student-student interaction and support self-directed learning (Crowder & Clark, 2022). One of the active learning activities that instructors may introduce in the early classes is "Interactive Cultural Exchange."

This may be a fun activity where students exchange unique factors related to their culture. This activity is beneficial to engage students and build a connection with the idea of cultural integration in the classroom. Another instructor-led activity may include "Technology-Enhanced Role-playing." In this activity, the instructors may encourage students to role-play scenarios fit for their professional fields. This serves as a transition of students from learning the concepts in class to applying them in their industries. Implementing these experiences will determine the need for andragogy. According to the principles of adult education, learners should be aware that their previous knowledge and life experiences will also be used in the learning process. Instructors may accomplish these by creating a welcoming environment for adult education that supports a feeling of belongingness and desire to learn (Snow, 2024).

Moreover, to implement several classroom activities for the ESL English 080 course that addresses the varied learning styles and promotes active engagement, the "Visual Vocabulary Builder" available online can be used where multimedia is utilized to help visual learners link images to newly learned words. Likewise, the “Role-play Simulations” link, which is an active and interactive classroom activity aims to dramatize scenarios in real-life situations in which students can implement critical-thinking strategies to enhance learning and communicate well which applies active or hands-on learners. The use of technology in “Collaborative Writing Platform” can be implemented in using reading and writing activities that foster writing skills by promoting reading and writing instructions to be followed along and guided to peer-reviewed writings.

Furthermore, “Interactive Discussion Boards” are recommended to reflect and illustrate cultural themes expressed throughout the class; active ELL students can verbally express their ideas that promote dialogues of thoughts in a group or discussion (Crowder & Clark, 2022).

Belonging and Adult Learners

Therefore, in the context of adult learning, the sense of belonging is central to the learning experience of students as it positively impacts their engagement and overall academic achievement. Psychological learning principles, such as those highlighted in Maslow’s hierarchy of needs, show that when an educational environment can offset a sense of belonging, it meets a basic psychological need (safety, love, and esteem) that is essential for students to be moved to learn (Shi & Lin, 2021). Related to this is the transformative learning theory whereby students are more open to learning that alters their perspective and views because they feel a sense of belonging – this means that they are implementing the new knowledge and information within the context of what they already know (Ref-s49017). Through the creation and application of learning experiences that are inclusive, educators set up environments where students from diverse backgrounds and experiences feel recognized and valued, thus creating a sense of belonging that result in high academic performance and personal development. As proposed in Krause’s dissertation, through the use of inclusive teaching strategies, such as collaborative learning and equitable assessments, this can lead to the promotion of an equitable learning environment that can positively impact the sense of belonging of adult learners in higher education (Krause, 2024).

In addition, using multiple multimedia resources in the learning process can also contribute significantly to the adult learner’s understanding of the topic of belonging. The use of texts and images can build scenarios and visual stimuli that foster the emotions of inclusion and connectedness, which enables the learner to mirror their own experience and that of their classmates (community) through such visual resources. The use of video clips can also be an important form of media that promotes the telling of convincing stories or expert opinions that usher the learner to a change of perspective (transformation learning theory) , and that is also connected to the subject matter of belonging. Creating opportunities for the learner to use external resources such as other-minded peers can also benefit the topic further. Online discussions or communities can facilitate opportunities for the learner to connect with their peers outside the classroom, tapping their stories and fostering their sense of belonging (Krause, 2024). All these movie, multimedia, and extras build upon each other to form a rich and none-dimensional learning space that nurtures a sense of belonging through diversity and the various learner backgrounds.

Summary

As a result, making a digital toolbox for the ESL English 080 course emphasizes the importance of efficiently meeting the demands of various adult learners. This toolbox allows for personalized learning experiences by taking into account the specific demographic and cultural backgrounds of each student, which engages and empowers each student. Understanding various learning methods on a deeper level allows for teaching strategies to include activities such as “Visual Vocabulary Builder” and “Collaborative Writing Platform” to reflect particular learning styles and, in turn, improve the success rate of the educational experience (Crowder & Clark, 2022). Being aware of this makes it possible for an ESL English 080 instructor to specifically appeal to the ideas of this digital toolbox for varying learning types to further benefit the teaching experience. Moreover, ensuring incorporation of a sense of belonging is crucial for an adult learner to effectively succeed. This means implementation of inclusive as well as supportive teaching practices throughout the teaching process is significant (Shi & Lin, 2021). Throughout the digital toolbox, mentioning the theories of adult learning to be being taught by referencing Maslow’s hierarchy, adult learning principles and transformative learning plays an important role throughout the program as well (Krause, 2024). In essence, the digital toolbox leads a teacher to connect itself to each learner effectively, which later on, fosters exchange in education and development in school as well as in life through innovative and enriching connections.

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Purpose: Presents real-world challenges relevant to course content. Students work in small groups to discuss how they would respond or solve the issue.
Adult Learning Connection: Aligns with Knowles’ emphasis on problem-centered learning and Mezirow’s transformative learning theory, which supports critical thinking and perspective-shifting.
How to Use: Present a realistic scenario and ask students to brainstorm possible solutions. This works well with case studies or job-related dilemmas.
Link: https://www.journalofaccountancy.com/newsletters/academic-update/best-way-teach-adults-scenario-based-learning/

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The increasing use of technology, particularly artificial intelligence (AI), in educational settings has generated new opportunities for postsecondary classrooms and student assessments. With promising innovations brought about by AI-powered tools making classroom instruction and learner assessment more personalized, effective, and engaging, educational institutions must evaluate the adoption of AI-assisted solutions among instructional contexts. It is crucial to assess the demands and benefits of using AI-supported learning environments as successful implementation impacts the level of student involvement and potentially fosters better academic performance. This requires specific consideration due to the fast-growing list of technologies available today, each with unique benefits and disadvantages for instructors and students alike. This paper aims to evaluate selected AI-based platforms to identify which tools could potentially enhance higher education teaching and assessment practices.

Evaluation of AI-Driven Tools

In order to create an aligned evaluation, this section takes advantage of a comparison matrix to assess the three most relevant AI-assisted tools for the classroom, each of which belongs to a specific area of application in the classroom: content delivery, student assessment, and student engagement. As a content delivery tool, an advanced language model, ChatGPT, is able to provide personalized tutoring and generate adaptable and instructional materials to meet various learners’ needs (Schönberger, 2024). For the purpose of a student assessment tool, AI-assisted automated grading systems employing machine learning and natural language processing can instantly grade various types of assignments, providing immediate feedback for students and support to a course instructor (Vetrivel et al., 2025). The area of engagement can be covered by AI-assisted interactive platforms that encourage active student participation, such as the systems which can create immediate quizzes and personalized feedback in order to keep students learning motivated (Schönberger, 2024). Every tool chosen will be introduced briefly below, including its step-forward features and the benefit for higher education instructional processes.

Moreover, AI-enhanced technologies such as ChatGPT, digital marking software, and online interactive platforms bring sizable opportunities yet significant constraints in their usage for the academic sphere too. AI systems generally support higher levels of student engagement by providing feedback and offering engagement through interactivity, which could help improve learning (Nguyen et al., 2024). On the one hand, the use of these platforms may pose risks related to excessive reliance on AI technologies, the likelihood of developing shallow learning habits, and reducing learner-critical thinking. On the other hand, not every student can benefit from these options due to diverse accessibility challenges and varying impacts due to differing levels of digital accessibility and competence. Hence, teachers need to consider the opportunities these systems open for personalized learning and engagement against the possible risks and contextual nuances to use their potential effectively.

Moreover, the integration of AI-oriented tools within educational settings must also follow best practices that emphasize active learning and thoughtful pedagogy rather than replication of knowledge. The choice of the most appropriate AI platform must be done in conjunction with the curricular goals and the diverse needs of student populations beyond the “wow” factor of the technology. Some of the primary recommendations in this regard involve the inclusion of tools with the potential to promote critical thinking, creativity, collaboration, and communication; which also guards against passive use of tools and discourages copy/paste type instruction (Schönberger, 2024).

Integration of AI-tools must also protect opportunities for genuine instructor feedback and instruction while maximizing the benefits of AI to aid differentiated instruction. Coupled with this the continued professional development of instructors ensures that the integration of AI-tools continues to be pedagogically relevant, flexible and conscious of the ethical implications highlighted in research findings within higher education (Schönberger, 2024).

Based on the discussion and evaluation of ChatGPT, automated writing assessment tools, and interactive engagement platforms, several key ideas have emerged related to the implications of the use of AI tools in higher education learning environments. First, the effectiveness of these tools to enhance student learning and engagement can be set out to support specific instructional objectives, such as improvements to content delivery, assessment processes, or student engagement. The promises of these tools, however, also signal implementation challenges that will require deliberate choices and pedagogical processes that can avoid passive instruction, and that will require effective strategies to overcome issues of accessibility and equity in student engagement and assessment. The outcomes of these expectations are, thus, dependent on the manner in which such tools are integrated into the classroom, with active learning and personalized support remaining leading guiding principles for instructors and institutions alike. Most notably, a balanced approach towards AI tool integration choices and options, focused on employing effective interventions and ongoing professional development, will best serve the needs of the evolution of classroom instruction and assessment in higher education contexts.

Nguyen, A., Kremantzis, M., Essien, A., Petrounias, I., & Hosseini, S. (2024). Enhancing student engagement through artificial intelligence (AI): Understanding the basics, opportunities, and challenges.

Journal of University Teaching and Learning Practice, 21(6), 1–13. https://doi.org/10.3316/informit.T2024092900003101199694011

Schönberger, M. (2024). Integrating artificial intelligence in higher education: enhancing interactive learning experiences and student engagement through ChatGPT. In The Evolution of Artificial Intelligence in Higher Education: Challenges, Risks, and Ethical Considerations. Emerald Publishing Limited. https://doi.org/10.1108/978-1-83549-486-820241002

Vetrivel, S. C., Arun, V. P., Ambikapathi, R., & Saravanan, T. P. (2025). Automated Grading Systems: Enhancing Efficiency and Consistency in Student Assessments. In Adopting Artificial Intelligence Tools in Higher Education (p. 21). CRC Press. https://doi.org/10.1201/9781003470304-3