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The collaborative mode of teaching
1. Teachers display a wide variety of behaviors in the classroom. Despite the existence of divergent teaching styles, a significantly large portion of the adult education literature supports the collaborative mode as the most effective and appropriate style for teaching adults. Strong arguments can be found in the literature to support the concepts that the curriculum should be learner-centered, learning activities should be related to the learner's experiences, adults are self-directed, the learner should be involved in entrance and exit assessments, adults are problem-centered, and the teacher should function as a facilitator.
2. The collaborative mode is a process-oriented approach to teaching. The emphasis is upon what the learner is doing. The teacher's primary task is to organize and maintain an environment which facilitates student learning. In this way adult education is a cooperative venture in which the learner is a full partner. The curriculum is built around the particular problems and life situations of the learners rather than around a predetermined set of subjects for the classification of knowledge. Its content is problem-centered with subjects used as examples and vehicles of learning.
3. The collaborative mode depends on active student participation. The learner is involved in needs diagnosis, goals formation, and outcomes evaluation. To achieve this, the student's experiences are utilized. Learning activities are related to life experiences to help students become more aware of significant events in their lives. Experiences serve as a constantly growing resource for learning and can stimulate adult engagement in learning.
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Why are teachers of adults called facilitators?
They formulate learning goals.
They evaluate learning outcomes.
They teach a specific subject.
They assume helping roles.
