How to Use: After completing the questionnaire, reflect on your learning preferences and share strategies that work for them.

• Activity : Introduce yourself! Share your name, why you joined HEL-101, one personal goal, and one fun fact about yourself.

• You can add photos, GIFs, or short responses :)

2. In small groups, place the sticky notes on a large sheet of paper to form a “constellation” of collective strengths.

3. Each group will give their constellation a title that reflects their combined assets. ( such as “Problem-Solvers” or “Bridge-Builders.”)

4. Each groups take a photo of their constellation and post it to Padlet to create a visual celebration of the classroom’s strengths.

5. Brief discussion: How can these strengths shape the way we learn and support each other this semester?

1. Answer Indivdually

2. Answer with your partner

3. Share what you and your partner discussed with the class

Belonging is a foundational element of effective adult learning. Research shows that when learners feel seen, valued, and connected within their learning environment, they demonstrate greater motivation, persistence, and engagement (Kahu & Nelson, 2018). For adult learners, especially those balancing work, family, and school responsibilities, creating a supportive and inclusive classroom is essential for building confidence and fostering success.

In our HEL-101 evening class, students represent a wide range of cultural backgrounds (40% White, 30% Hispanic/Latinx, 20% Black, 10% Asian) and educational experiences (10% high school, 40% some college, 40% bachelor’s, 10% graduate). Given this diversity, building belonging requires intentional design choices that honor personal experiences, validate identities, and encourage collaboration.

1. Maslow’s Hierarchy of Needs

• According to Maslow, a sense of belonging is a critical foundation for achieving self-actualization and higher learning (Maslow, 1943).

• When learners feel respected, connected, and supported, they are more likely to take risks, engage actively, and pursue deeper understanding.

• Designing activities that celebrate learners’ strengths such as the Community Asset Constellations from Section 2 helps meet these psychological needs by showing students they bring value to the learning community.

2. Andragogy (Knowles’ Adult Learning Theory)

• Knowles (2015) emphasizes that adults learn best when instruction acknowledges their experiences, supports autonomy, and connects learning to personal goals.

• By incorporating students’ career aspirations (40% career advancement, 30% career change, 20% personal growth)into activities like Gallery Walk goal-setting, learners are more likely to feel invested in the process and motivated to succeed.

3. Transformative Learning (Mezirow’s Theory)

• Mezirow (2009) highlights the importance of reflection, dialogue, and perspective-taking in fostering deep, meaningful learning.

• Activities like Think-Pair-Share encourage students to share personal definitions of success and hear diverse perspectives, creating spaces where learners connect through shared experiences and growth.

Answer this question on the Padlet: After watching, what strategies can we enact this semester to intentionally foster a learning environment where everyone feels they belong?”

Belonging plays an important role in our success as learners. Take a moment to reflect: What makes you feel seen, valued, and supported in a classroom?

1. Share your thoughts in your small group.

2. Share one thing we can do together to create a learning environment where everyone feels included.