Inclusion in Adult Ed.
The face of an adult education classroom is like any classroom. It is full of diversities. So why do we often treat them differently than we do of the youth sector? I would argue that adult education classrooms are even more diverse and therefore we must always be conscious of creating inclusive learning environments.
While I don't think I have been able to create the perfect inclusive classroom, here are some of the things I consider to ensure that there is inclusion in my class.
1. The Classroom Environment
Before learning can take place, students must feel safe in the environment to share their thoughts, ideas, and progress. They must feel safe and supported by their teacher and peers so that they are willing to take a chance and learn from their mistakes. I focus on creating this type of environment before teaching the curriculum. During the first few days of class, I have my students participate in team building activities that demonstrate how they learn best when they work together.
I also believe that the environment must be welcoming and comfortable. This past school year, I worked with students to design a flexible learning environment. Together we researched and gave student surveys; this led us to create a room that has a variety of seating choices, a variety of lighting options, a student library, private learning space, group space, whiteboard tables that allow for brainstorming as well as doodling, and a chalkboard wall where students can write or draw inspirational things.
2. Differentiated Instruction
Before diving into the curriculum, I also take the chance to get to know my students and their educational strengths and weaknesses. This knowledge helps me create lessons that are differentiated and therefore allow for more successful learning experiences. I find it best to focus on the essential knowledge and then create activities that allow for learners to have a choice in how they learn it. In my experience, using stations has helped tremendously with this. By setting up various stations where students rotate, they are exposed to essential knowledge in a variety of ways all in one class.
I am also flexible with students using technology in class. I am a firm believer that cell phones in class are not the enemy. If students are always on their phones texting or using social media, they are bored! By allowing them to use their devices to help them in their learning, I have found students do use them responsibly. Also, there are incredible apps that aid in student learning with things like note-taking and graphic organizers.
3. Formative Assessment
When you are inclusive, you are continuously checking in with students to see if learning has occurred so that you can adjust your teaching and always be pushing them higher. By doing a variety of formative assessment activities, you can quickly see who has obtained the knowledge and can be challenged further while also seeing who needs more support in getting that essential knowledge before moving on. You can not have an inclusive classroom without ensuring that all students get the necessary (essential) knowledge required to pass that course.
Often students who struggle with completing work simply do not know what the task or expectations are. So by exposing students to exemplars, having them participate in creating tools such as checklists and rubrics, and by having them peer and self-assess, the expectations become very clear, and the work they produce improves
Ultimately, adult education classrooms are like mini communities. They are filled with people of various ages, cultures, beliefs, experiences and so on. If the teacher believes that everyone can learn, they will take the extra time to consider how to be more inclusive. And, if you are unsure of where to start, I find that by simply asking students how you can help them better, they appreciate this and will tell you.
