Digital Toolbox by Jaazaniah Hayes

Community building need

jaazaniahhayes — 2025-07-23 15:32:57 UTC

Building our classroom community by incorporating respect, love, a common goal, and everyone promising to do their best.

Technology

jaazaniahhayes — 2025-07-23 15:37:02 UTC

Finding a balance between all members of the class, being able find a level where everyone feels technologically safe.

Cultural diversity

jaazaniahhayes — 2025-07-23 15:49:20 UTC

Not only in this class but in society we should be respectful, and understand to cultural differences. In our classroom we have representation from different ethnic backgrounds, which can make for interesting point of views during discussions.

Assignments

jaazaniahhayes — 2025-07-23 16:02:13 UTC

With the broken down percentages of how these adult learners classify their learning style, a diverse selection of assignments is needed. This will allow each student a chance to thrive in a way that they prefer.

Strategies for students

jaazaniahhayes — 2025-07-23 18:34:16 UTC

In any class there are students that are going to have challenges. Implementing strategies that can allow for all students to overcome their challenges will be important, especially in a diverse class like this one.

Connection

jaazaniahhayes — 2025-07-23 18:37:14 UTC

A way for the instructor to be able connect with all students, and for students be able to engage with the class.

jaazaniahhayes — 2025-07-23 19:02:42 UTC

Having a great learning experience is essential for success for all learners. Being in a classroom where they feel safe, and respected is major for the learning experience (Edmonds & Pusch, 2022). Adult learners need to feel that they aren't being lost in the vast majority of the classroom and being in a class that takes into consideration that there are differences in the way that students learn.

jaazaniahhayes — 2025-07-23 19:02:57 UTC

Edmonds, G., & Pusch, R. (2022). Guidance for Designing Asynchronous Learning Experiences for Adult Learners. Region 5 Comprehensive Center.

Write-N-Run

jaazaniahhayes — 2025-07-23 19:19:22 UTC

This activity is to help with engagement in the classroom. It helps open up a discussion, and takes away the pressure of talking in front of the whole class. Especially in the first few nights of class. This activity can be about anything, and can really help the students and instructor get more comfortable.

https://endurancelearning.com/blog/18-instructor-led-training-activities-to-engage-learners/

Buzz Groups

jaazaniahhayes — 2025-07-23 19:36:10 UTC

This activity can be done in a way as an introduction. The instructor will ask a question, it can be as light as "What are you looking forward to during this class" or "What are some aspects that make up a good learning experience" and have small group discussions for a few minutes. After the time is up you can have groups share with the class.

https://symondsresearch.com/types-classroom-activities/

jaazaniahhayes — 2025-07-23 20:29:17 UTC

Adult learners potentially have more things to deal with on their plate. Having to deal with work, family, social life, school, and anything else that goes on can be draining and time consuming. It forces adult learners to prioritize time management, getting work done whenever there is time, working on assignments outside of the physical classroom, and ways to be engaged by using real world experiences (Abbas et al., 2024).

jaazaniahhayes — 2025-07-23 20:29:48 UTC

Abbas, I., Syed, Z., Lujabe, K., Mdleleni, Z., Mokoto, M., Pama, B., & Sinelizwi Somdaka, B. (2024). An exploration of undergraduate health science students’ experiences of blended learning andragogy: A rapid review. South African Journal of Occupational Therapy, 54(3), 1–6. https://doi-org.lopes.idm.oclc.org/10.17159/2310-3833/2024/vol54no3a7

Chain notes

jaazaniahhayes — 2025-07-23 20:37:45 UTC

This activity can help with engagement, by passing around multiple pieces and setting a timer for students to write down the first idea they have. This can be done before a discussion to see where students are at with their understanding on a topic. Every student can get the chance to share and engage in the discussion even if they don't want to share their understanding out loud to everyone.

https://www.nureva.com/learn/posts/15-active-learning-activities-to-energize-your-next-college-class?srsltid=AfmBOooWTlZ7iyj6BUWFNSiKS5ef5eD1wZShbRdBWNIeUKO6OnwAGilq

jaazaniahhayes — 2025-07-23 20:54:04 UTC

Learning experiences for adult learners, should incorporate more self-directed learning but also should be engaging for each student. In a learning environment where there are other focuses than just classroom material, keeping everyone is engaged is very important. Figuring out ways to help learner relate to the material, and how to help learners use their real life experiences to aide understanding.

jaazaniahhayes — 2025-07-23 21:08:13 UTC

The feel of belonging in a classroom is important for a few reasons, once students feel that they belong it leads to more engagement and a better classroom community. When students feel respected and acknowledged, that's where a sense of belonging comes from (Hancock, 2024). The classroom community is better when students feel that they belong, and that can come from classmates, and the instructor. I think it may be easier for adult learners to connect because with many different life experiences, they may have stories that are similar. Even when thinking about transformative learning theory, it still has to do with students feeling comfortable, respected, safe, and trusting of those around them; which starts from the instructor of the classroom all of which goes into feeling that they belong (Lamont, 2020). When the culture of the classroom is a priority, and learners are met at their own level it allows for everyone to be comfortable. Adult learners have the right to move at their pace with adjusting to the class, and having a professor that takes that into consideration will always help with a sense of belonging.

jaazaniahhayes — 2025-07-23 21:08:37 UTC

Hancock, C. H. H. (2024). Teachers’ and students’ experiences using the New Citizens tool: a study of belonging in culturally diverse classrooms. Pastoral Care in Education, 42(2), 204–223. https://doi-org.lopes.idm.oclc.org/10.1080/02643944.2023.2231968

jaazaniahhayes — 2025-07-23 21:34:30 UTC

Lamont, T. (2020). Safe Spaces or Brave Spaces?: Re-Envisioning Practical Theology and Transformative Learning Theory. Religious Education, 115(2), 171–183. https://doi-org.lopes.idm.oclc.org/10.1080/00344087.2019.1682452

jaazaniahhayes — 2025-07-23 21:44:13 UTC