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Jo Watson What are 3rd age learners
- 1. What are 3rd Age Learners and how should we teach them? Jo Watson October 2016 Florence www.eaquals.org
- 2. • To identify present thinking on this subject and relate this to our own context • To explore and share our own thoughts and experiences • To identify barriers and obstacles to learning in this age group • To create tips for working with the over 50s www.eaquals.org Aims
- 3. Definitions • Oxford Dictionary - the period in life of active retirement, following middle age • University of the 3rd age - U3A is for people no longer in full-time employment. For this reason it attracts a lot of members aged 50 and over. www.eaquals.org
- 4. Characteristics A very diverse group; •Age •Different previous educational experience or lack of it •Different financial circumstances •Nationality •Different family commitments www.eaquals.org
- 5. What motivates older learners? • A change in direction – why? • Improve qualifications • Interest/curiosity • Opportunity for personal development • Socialising www.eaquals.org
- 6. Barriers to learning • Fear of failure • Thinking, ‘I’m too old’ • Lack of self-esteem • Previous learning experiences • The learning environment to name a few. Any more? www.eaquals.org
- 7. What do we need to consider? • Affective factors which may impede learning • Make the material relevant and motivating • Encourage the use of adult learning strategies • Maybe even doing some action research? www.eaquals.org
- 8. ERIC DIGESTS • ‘there is no decline in the ability to learn as people get older’ • ‘except for minor considerations such as hearing and vision loss, the age of the adult learner is not a major factor on their ability to acquire a new language’ • ‘the context in which adults learn is the major influence on their ability to acquire a new language’ www.eaquals.org
- 9. Task Taking everything into consideration, what tips would you give to….. a) teachers b) directors of studies c) owners www.eaquals.org
- 10. Eaquals International Conference, 21 – 23 April 2016www.eaquals.org
- 11. Eaquals International Conference, 21 – 23 April 2016 http://www.bia-net.org/en/eubia.html https://www.coursehero.com www.teaching English.org.uk https://eric.ed.gov/ Walters, M. (2000). The mature students’ three Rs. British Journal of Guidance & Counselling, Vol 28(2). University of Surrey Report ‘Understanding the support needs of mature students’ Carey Newson Dr Almuth McDowall Professor Mark NK Saunders http://www.surrey.ac.uk
Notas del editor
- We have 90 minutes – not all me talking. I will ask you to work in pairs/groups to discuss facts and feelings First, the aims of the session (2 min)
- I have searched high and low and discovered that present thinking is diverse. However, the fact that this is being looked into by many countries in Europe and round the world would seem to indicate that there are questions to be answered and more localised research to be done This is our opportunity to share experiences and knowledge in this area – mention the EuBIA Eu Broadening peoples’ minds in ageing These shared experiences should help us to identify barrier and obstacles And finally, we should be able to create a ‘thought’ list which we can all use when working with this age group So, on to definitions – in pairs/3s how would you define this - (show next slide)3 mins
- In 3s/4s – how would you define 3rd Age? (2 mins) – Does your definition look anything like this? Allow time for feedback (2 mins) The oxford dictionary definition is valid but I feel that it should also include ‘early retirement and voluntary redundancy The U3A definition is probably more accurate today. This probably leading to a diverse group of people So, what are the characteristics of this group? Show title of next slide and in pairs/groups – can you come up with some characteristics – 2 mins - show rest of slide
- Age – in all I have read there is no definitive age group applied. It could be anything from 50 – 90 (add anecdote on 62 year old gaining an OUP degree at 70) What we need to consider is what motivates the older learner In groups or pairs – think of your older learners – what examples of motivation have you experienced? Show slide and ask if there are others not on show
- A change in direction, why? In small groups can you identify the why? – maybe has taken voluntary redundancy/early retirement/or just wants a change/promotion Improve qualifications – maybe never managed to get any while at school and wants to prove that they can succeed/just fancies gaining a new skill or new knowledge Walters applies the three Rs to the older learner, Redundancy, Recognition, Regeneration – explain Interest/curiosity See it as an opportunity for personal development and/or socialising There has been a lot of research in this area mainly in the USA. In the UK the research has focussed on Lifelong learning and into mature students entering university. In all cases the research looks at barriers the older learners encounter.
- Go through each one and give examples/anecdotes and additions – disability, cost, type of course, method of teaching, attitudes to learning, lack of information, transport Talk to neighbour – any more? Make a note of additional contributions – these will be collated into one document Thinking ‘I’m too old’ – an interesting piece of reading in ERIC DIGESTS from the ERIC Clearinghouse on Languages and Linguistics in Washington DC – show next slide
- Affective factors – motivation and self-confidence/fear of failure/fear of looking and sounding stupid. Stressful situations such as’ fast paced learning’ increases the fear of failure Provide reasons for learning specific elements in language learning and deliver these in context/try to build in real life experiences Tap into their own learning strategies/provide learning strategies for those who may need to develop these further Get marketing involved in some research
- Divide into groups – divide by category if possible Give out copies of slides only – 1 or 2 to each group – think carefully about each group Nominate a scribe and a speaker 15 minutes to come up with a list 3 minutes to present to whole group Collect all the lists to collate for the end of the conference