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Student Demographics and Learning Profile

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Student Demographics and Learning Profile

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This class reflects the complexity and richness of a diverse adult learning environment. The wide range of ages and educational backgrounds means some students may need foundational academic skill-building, while others may seek advanced challenge. The presence of multiple learning preferences and barriers calls for a universal design for learning (UDL) approach, offering content in varied formats and allowing multiple ways to demonstrate understanding.

Language diversity and technology variance also suggest a need for culturally responsive pedagogy and embedded digital literacy support, especially early in the course. Moreover, given the high percentage of students motivated by career advancement or transition, learning activities should be authentic, goal-oriented, and tied to professional development.

By creating an inclusive, student-centered environment that values each learner’s story, you lay the foundation for both academic success and personal transformation.

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Engaging, Inclusive Activities for Diverse Adult Learners

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Engaging, Inclusive Activities for Diverse Adult Learners

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This section features thought-provoking, learner-centered experiences designed to build trust, encourage self-reflection, and create early momentum in the course. Each activity promotes active learning and belonging while addressing the needs of a diverse student body with varying academic, technological, and personal backgrounds.

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Adult Learning Basics: Engage and Motivate Adult Learners

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Description: This PDF guides learners through creating a personal timeline that maps highs, lows, and pivotal life moments. It prompts reflection on who influenced them, the emotional impact of events, and connections between life experiences and current goals, ideal for fostering self-awareness and peer sharing on the first night.

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Purpose: Celebrate diversity, build community, and reduce anxiety in a safe, structured way.
Description: Students choose a prompt (e.g., “What’s a family tradition you value?” or “Share one part of your cultural identity you’re proud of”) and share in rotating pairs. This promotes empathy, inclusion, and voice.
Adult Learning Theory: Taps into transformative learning by allowing identity and perspective-sharing in a non-threatening way.

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Purpose: Help learners understand their preferences and affirm different ways of knowing.
Description: Learners complete the VARK questionnaire, then join groups with others who share (or differ in) their styles to discuss strategies for effective learning and support.
Adult Learning Theory: Supports metacognitive development and self-directed learning, both central to andragogy.

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VARK Questionnaire version 8.02
Choose the answer which best explains your preference and click the box next to it. Please click more than one if a single answer does not match your perception. Leave blank any question that does not apply.

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VARK Questionnaire: How do you learn best?

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Fill in the VARK questionnaire to find out your learning style - do you prefer to use Visual, Aural, Read/write or Kinesthetic learning strategies, or a combination?

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Purpose: Build digital literacy and reduce tech anxiety in a supportive, low-stakes way.
Description: Learners are introduced to basic tech tools that will be used throughout the course (e.g., Padlet, Zoom, Google Docs) through guided, partner-based exploration. Peer tutors or instructors float to assist.
Adult Learning Theory: Addresses immediate, practical needs (time-sensitive relevance) and encourages collaborative learning.

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LINCS Teaching the Skills that Matter (TSTM) Toolkit – VALRC

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This toolkit provides professional development materials as well as instructional materials for incorporating digital literacy, civics education, financial literacy, health literacy, and workforce preparation into adult education, including the English language classroom.

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Why Belonging Matters for Adult Learners

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Why Belonging Matters for Adult Learners

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A sense of belonging is not a luxury; it is a learning necessity. As adult learners juggle responsibilities such as work, family, and financial pressures, classroom belonging becomes the bridge between disengagement and persistence.

According to Maslow’s Hierarchy of Needs, the need for belonging comes just after basic safety and precedes higher-order learning (Steele & Fullagar, 2022). Without it, learners are less likely to participate, engage, or reach their full potential.

Transformative learning theory also stresses the importance of connection. When adult learners feel seen and heard, they’re more open to critically reflecting on their beliefs, embracing growth, and finding purpose in their education (Mezirow, 2000).

As Christian educators, we are called to reflect Christ’s love. “Come to me, all who are weary and burdened, and I will give you rest” (Matthew 11:28, NIV). Just as Christ welcomed all, we must create learning environments where every student is safe, respected, and valued—regardless of background, ability, or belief.

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Sense of Belonging | Cornell University Diversity and Inclusion

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Belonging is the feeling of security and support when there is a sense of acceptance, inclusion, and identity for a member of a certain group. It is when an individual can bring their authentic self to work. When employees feel like they don’t belong at work, their performance and their personal lives suffer. Creating genuine feelings of belonging for all is a critical factor in improving engagement and performance. It also helps support business goals.

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This clip explores how sharing personal experiences and building community can deepen learning and foster engagement among adult learners. It beautifully reinforces the earlier reflection and aligns with both Maslow’s hierarchy and transformative learning theory, underscoring that when learners feel connected and valued, they’re more open to growth and critical reflection.

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Start with relationship-focused icebreakers (e.g., cultural storytelling, lifelines)

Use name pronunciation tools and affirm preferred identities

Build in reflective journaling and peer dialogue

Respond to each post or reflection with a specific affirmation

Establish classroom norms that model respectful disagreement and curiosity

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ATD. 2024. Adult Learning Basics: Engage and Motivate Adult Learners. YouTube.https://youtu.be/2XrvboIcR7E Mezirow, J. (2000). Learning as transformation: Critical perspectives on a theory in progress. Jossey‑Bass.

Merriam, S. B., & Bierema, L. L. (2014). Adult learning: Linking theory and practice. Jossey‑Bass.

Steele, S. R., & Fullagar, C. J. (2022). Teaching for retention: Strategies to ignite student success in higher education (2nd ed.). Atwood Publishing.

The Holy Bible, New International Version. (2011). Zondervan. (Original work published 1978)

Sense of Belonging: Why It Matters [Video]. (2024, April 12). YouTube. https://www.youtube.com/watch?v=nFM1-CRphnc

Episode 366: How to Create a Digital Teaching Toolkit [Video]. (2024, July 3). https://youtu.be/0g4_XFsC9Qs?si=vy7LuWq9cJ_ex4WD