Apply teaching and learning strategies for adult learning program.

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Apply teaching and learning strategies for adult learning program.

INTRODUCTION
Adult education; is the practices in which adults engage in systematic and sustained self educating activities in order to gain new form of knowledge skills, activities or values it mean that any form of learning adult engages in beyond traditional schooling, encompassing basic literacy to personal fulfillment as life long learner
Adult learning can be in any three contexts which are;
Formal structured- learning that typically takes space in an education or training institution usually which a set curriculum and carries credential.
Non formal- learning that is organized by educational institutions nut non credential. Non - formal learning opportunities may be proceed in workplace and through the activities of civil society organizations and groups
Informal education-learning that goes on all the time, resulting from daily life activities related to work, family, community or leisure example community banking class.
MAIN BODY
The following are the teaching strategies for adult learning program.
Lecture; .as the transmitted technique most while we used in teaching adult. The lecture should be used in 15 to 20 minutes with active learning, lecture should be used a useful for present update information summarizes material for various sources. Adopting material to the back ground and interest of the group and particular time help learner leading more effectively by provide orientation and  concept of frame work and focus on key point.
Problem based learning; Is an instructional strategy that encouragers critical thinking and problem solving skills. The teacher is in the role of facilitator to stimulate, guide, integrate and summaries discussions. To strategies for problem based learning it based on game, simulations and role play.
Case study; Are narrative situations, data samplings or statements that present  unresolved and proactive issues, situations or questions cases challenges adults to analyze criticize make judgment, speculate and express opinions. Brings real problems into the training to ensure active participation and mainly to develop solution.
Educational game; Education game involves students in competition or achievement in relationship to a goal, the game teaches and is fun. Many games are stimulation with the goal of modeling real-life problems crisis situations, One advantage of games and simulation is they encourage participations to comfort their own attitudes and values through involvement in making decisions, solving problems, and reacting to results of their decision.
Role play; It used to assist participating in experiencing feelings and practicing skills. Role play is understanding as experience around a specific situation that contain two or more different view point or paspective.Role play consist of two people or more who are discussing topic or situation. Example debate.
Discussion; Is the prototypic teaching method for active learning Discussion encourage students to develop critical thinking, ability in discovering solution. Discussion allow learner to participate actively and experience personal involvement. In the discussing the trainer closes the problem. Facilitator monitoring discussion and summarize it when completed. Discussion may occurred among member of people in small group or whole class .
The following are the learning strategies for adult training program.
Need to know; Adult want to know why they need to learn something before understanding learning. Also adult need to be provided not only the ‘why’ of the session but also ‘how’ they will be involved in the learning tasks. Sometimes adult need to explain why things are important.
Learners self concept; The learner believe that they are  responsible for their own life. They need to bee seems and created capable and self directed. Instructors should develop their own discovering issues adult should believe they are responsible for their life.
Prior experience; Adult come in to education activities with different experience; Even that who have not been attending the class are not empty in their brain they have informal education which they apply in their daily life. There fore, they are coming together getting different knowledge and sharing experience make other made immediate.
Readness to learn; Adult become ready to learn things they need to know and do in order to copy effectively with real situation. Adults wants to learn what they can apply in the ore sent making training focus on the future or that does not relate to their current situation, less effective.
Orientation to learn; Adult are life concerned, task center problem centered in their orientation to learn, the want to learn what will help them perform task or deal with problems they comfort in every day situation. Adult need to resolve a certain problem and capable to take care of  their own. It is said that life center or problem center because every day adult meet with different problem and they know how to overcome the problem.
Motivation to learn; Adult learning for their different reason based in internal and external motivation. Others they engage in adult education so that to increase job satisfaction, salary or better job and other needs to increase, knowledge, skills and self esteem. The instructors should create environment of making an adult full experienced and knowledgeable and full interested so that to success the program thus adults they need assurance of their tomorrow.
CONCLUTION
By using contributions of adult. Learner techniques and strategies, extension educators can create training experience they will enhance the learning of  participate in a positive learning experiences that follows the six assumptions of andragogy presented  above, they are more likely to retain what they have learned and apply it in their work environment.













REFERENCES
Marriam,S.B and caffarella,R.S(1999).Learning in adulthood:A compherensive guide(2nd ed).Califonia:John Wiley and sons,Inc.
Middendorf,J., and kalish,A.(1996).The’’change-up in lecture.The National Teaching and Learning Forum,5(2),1-5.
Brookfield,S.D.(1986).understanding and facilitating adult learning:A comprehensive analysis of principles and effective practices.California:Jossey Bass,Inc.


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