Creating belonging is critical to adult learning success. Many learners face isolation, anxiety, or cultural disconnect. Drawing from Maslow’s hierarchy, belonging must be met before higher-level thinking occurs. Andragogy (Knowles) emphasizes relevance, autonomy, and respect—all supported by inclusion.

Ways this toolbox supports belonging:
- Learner-centered tasks
- Opportunities for personal sharing
- Immediate peer interaction
- Representation of diverse voices

Resources:

-Podcast: Teaching Adult Learners: https://adultlearning.libsyn.com/

- Edutopia Article: https://www.edutopia.org/article/creating-belonging-adult-education

- YouTube Video:

Why Belonging Matters:

https://www.youtube.com/watch?v=89K4zcTnY

Creating a strong sense of belonging is essential for fostering motivation, persistence, and success in adult learners.

Many students in HEL-101 are returning to school after long absences, managing jobs, families, or overcoming previous negative academic experiences. Therefore, a supportive environment where they feel seen, respected, and included is critical for meaningful learning to take place.

According to Maslow’s Hierarchy of Needs, the need for belonging must be fulfilled before individuals can achieve cognitive engagement and self-actualization (Maslow, 1943). If adult learners feel disconnected, anxious, or marginalized, their ability to focus, participate, or apply new knowledge is significantly impaired.

This digital toolbox prioritizes belonging by offering learner-centered experiences that are culturally inclusive and interactive. For example, activities like the Life Timeline Reflection and Two Truths and a Lie give learners the opportunity to share their stories and build trust among peers.

These strategies align with Brookfield’s (2013) assertion that responsive, human-centered classrooms are vital to adult learning success.

Furthermore, the toolbox design embraces Knowles’ theory of andragogy, which emphasizes the value of self-direction, life experience, and relevance (Knowles, Holton, & Swanson, 2015). By allowing learners to explore their identities, goals, and preferred learning styles, the structure of this course affirms their voices and fosters genuine engagement.

Incorporating belonging into learning design also supports transformative learning. Mezirow (1991) suggests that through reflection and dialogue in a safe space, adult learners can challenge old assumptions and grow in new directions. This toolbox lays the groundwork for such transformation by cultivating psychological safety and connectedness.

🧠 Belonging is not an add-on—it is the foundation.

When learners are empowered to be themselves, they are more likely to persist, participate, and succeed.

- Gender: 18 Women, 12 Men

- Ethnic Diversity:

  • 40% White/Caucasian
  • 30% Hispanic/Latinx
  • 20% Black/African American
  • 10% Asian/Pacific Islander

- Languages Spoken:

• 80% English
  • 15% Spanish
  • 5% Mandarin

Educational Background:

- 10% High School
- 40% Some College/Associate's
- 40% Bachelor’s
- 10% Graduate/Professional

- 10% High School
- 40% Some College/Associate's
- 40% Bachelor’s
- 10% Graduate/Professional

Work Experience:

- 40% Healthcare
- 20% Education
- 15% Business
- 10% Skilled Trades
- 10% IT/Tech
- 5% Government

Learning Preferences:

- 45% Visual
- 35% Hands-on
- 20% Reading/Writing

Tech Savviness:

- 30% Highly comfortable
- 40% Moderate
- 30% Limited

- 25% Time constraints
- 15% Learning disabilities
- 10% Tech literacy
- 10% Language barriers
- 5% Neurodiverse
- 20% Assessment anxiety

Career and Learning Goals:

- Career: 40% advancement, 30% change, 20% growth

- Learning: 50% professional development

-30% career transition, 20% enrichment

Instructional Tip:

Prioritize accessible tech, visual tools, bilingual support, and flexible deadlines.

Instructional Supports for Adult Learner Needs:

To meet the diverse needs of adult learners in HEL-101, instructional strategies must be both inclusive and practical. Based on the classroom needs assessment, the following examples demonstrate how to prioritize accessible technology, visual tools, bilingual support, and flexible deadlines.

Accessible Technology

- Use Google Docs for collaborative writing; it autosaves, is mobile-friendly, and supports voice typing.

- Provide QR codes linking directly to assignments, forms, or class notes.

- Include short video tutorials on using platforms like Zoom, Padlet, or Google Classroom to support tech-comfortable and hesitant users alike.

Visual Tools:

- Create infographics summarizing weekly learning goals, assignment expectations, or class rubrics.

- Use color-coded charts to explain complex writing structures or grammar concepts.

- Insert icons or emojis into digital files to visually differentiate instructions, questions, and reminders.

Bilingual Support Includes:

- Provide assignment instructions in both English and Spanish, especially for first-week tasks.

- Embed Google Translate in your classroom webpage or provide translated vocabulary reference sheets.

- Create visual word walls with side-by-side English and Spanish terms for common academic or tech terms.

Flexible Deadlines

- Allow a 3-day grace period for late submissions without penalty to reduce stress.

- Offer weekend submission windows (e.g., “submit by Sunday at 11:59 PM”) instead of rigid mid-week deadlines.

- Implement a 'late work pass' students can use once per unit, no questions asked, to support those balancing family and work responsibilities.

Purpose:

Identify how learners prefer to take in new information.

Link:

https://vark-learn.com/the-vark-questionnaire/

Comment:

Learners gain self-awareness and instructors can adapt accordingly.

Title:

Digital Icebreaker – Two Truths and a Lie

Purpose:

Build peer relationships and comfort using digital tools.

Link:

https://jamboard.google.com/

Comment: Promotes belonging and reduces anxiety.

Title:

Life Timeline Reflection

Purpose:

Reflect on personal/professional milestones.

Link:

https://teachbetter.com/blog/the-timeline-of-my-life-activity/

Comment:

Supports storytelling and connections to learning goals.

Title:

Gallery Walk – Goal Setting

Purpose:

Encourage visual expression of future plans.

Link: https://www.teachthought.com/pedagogy/strategies/teaching-strategy-gallery-walk/

Comment:

Interactive and inclusive for visual/hands-on learners.

This digital toolbox prioritizes belonging by offering learner-centered experiences that are culturally inclusive and interactive. For example, activities like the Life Timeline Reflection and Two Truths and a Lie give learners the opportunity to share their stories and build trust among peers.

These strategies align with Brookfield’s (2013) assertion that responsive, human-centered classrooms are vital to adult learning success.

Value of Self Direction:

Furthermore, the toolbox design embraces Knowles’ theory of andragogy, which emphasizes the value of self-direction, life experience, and relevance (Knowles, Holton, & Swanson, 2015). By allowing learners to explore their identities, goals, and preferred learning styles, the structure of this course affirms their voices and fosters genuine engagement.

Incorporating belonging into learning design also supports transformative learning. Mezirow (1991) suggests that through reflection and dialogue in a safe space, adult learners can challenge old assumptions and grow in new directions. This toolbox lays the groundwork for such transformation by cultivating psychological safety and connectedness.

🧠 Belonging is not an add-on—it is the foundation.

When learners are empowered to be themselves, they are

Knowles, M. S., Holton, E. F., & Swanson, R. A. (2015). The adult learner: The definitive classic in adult education and human resource development (8th ed.). Routledge.

Brookfield, S. D. (2013). The skillful teacher: On technique, trust, and responsiveness in the classroom. Jossey-Bass.

Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50(4), 370–396. https://doi.org/10.1037/h0054346

hooks, b. (1994). Teaching to transgress: Education as the practice of freedom. Routledge.

Merriam, S. B., & Bierema, L. L. (2013). Adult learning: Linking theory and practice. Jossey-Bass.