Most instructors teach the way they were taught and this usually means assuming an authority position where all decisions regarding what will be learned, how it will be learned, and how it will be evaluated rests with the instructor. While this approach certainly has some value for particular situations where a high degree of structure and control is necessary, in general, an individualizing approach is more effective than an authoritative approach with adult learners because it capitalizes on those innate capacities for self-direction.
It is not easy, initially, to embrace an individualizing instructional approach without some degree of hesitancy, confusion, or skepticism. After all, most of us were initially trained to believe or shown that instruction was largely a one-way street and usually from that authority position. Many new (and experienced) instructors worry about the proper role of a teacher. It is recommended that you keep an open mind to the potential of organizing instruction differently and give it an honest try. Here are several observations and suggestions for making the process viable.
1. The negative response of certain learners may cause you to question whether the individualizing approach really works.
Some learners may at first find the approach appearing too permissive and loose. This reaction can be expected as most learners have been accustomed to a more teacher directed approach and will be confused when an instructor urges them to take increasing charge of their own learning. Simply be aware that some people will initially believe an instructional role should be conventional or teacher-directed.
2. Some colleagues may question an instructor’s use of an individualizing instructional process and challenge its efficacy.
The plain truth is that some instructors are threatened by the idea of giving learners a role in the instructional process. They often have conventional ideas about what an instructor should and should not do. Rather than be personally threatened by this reaction, the best defense is offense. Start a dialogue about your evolving views of instruction. Though you may not convince everyone, as you gain experience and have increasing success, the proof will be in the pudding.
3. Certain bureaucratic hurdles may interfere with the use of an individualizing instructional process.
While these hurdles or barriers are sometimes only sources of irritation, they should certainly not be overlooked or ignored. The key is understanding the nature of the policies and following them according to the spirit rather than the letter of the law. For example, certain institutions have a standardized syllabus format that must be followed. If this is the case, follow the prescribed format but add additional information through attachments or appendices. This compromise usually satisfies the needs of the institution and learners.
4. Above all else, be patient, flexible, and trusting in the abilities of yourself and learners.
It is not unusual to desire fairly immediate results if you are trying a new approach to teaching. If results are slow in coming, a typical response might be to abandon it. However, one of the consequences is that many good ideas are then never able to mature. Thus, don’t expect too much too soon when the individualizing approach. Because the process involves a good deal of preplanning, challenges previous instructional experiences, and often is new to you and your learners, it will take time to realize the kind of benefits that will surely come.
5. Giving frequent feedback to and receiving it from learners are useful ways of promoting instructional success.
One of the most important things you can do to ensure instructional success is to give frequent feedback to your adult learners. In addition, solicit frequent feedback from learners regarding how the learning experience is progressing and how your instruction is being perceived. This helps determine progress and what kinds of changes need to be made so as to make the experience as meaningful as possible.
6. It is desirable to use a variety of teaching techniques in the individualizing process.
Many instructors rely almost exclusively on the lecture method without considering other techniques that could work even better in helping learners attain their desired competencies. To combat this problem conduct an “instructional audit” of your teaching units. This involves analyzing each lesson plan or activity and then choosing at least three different instructional techniques to deliver the necessary content.
7. Recognize and use learner expertise in your instructional efforts.
One of the characteristics that distinguishes adult learners is the amount of expertise they possess. For example, it is not unusual to find a significant number of experienced professionals in any adult learning situation. Providing illustrations that relate to or grow out of such experience and asking for potential solutions to any problems are additional ways of connecting new information with the expertise at hand.
8. Recognize that the individualizing process will not work perfectly for all learners, and that some take longer than others to adapt to the process.
As effective as the individualizing process can be, there will be a few people who resist efforts to assume personal responsibility for learning. These learners often demand that you be teacher-directed in every conceivable way. For these kind of learners, we suggest you provide the kind of direction they demand while at the same time moving them to assume greater self-direction.
9. The individualizing process can be a structured approach to helping adults assume greater responsibility for their learning.
The individualizing instructional process is not a laissez faire approach to learning where anything goes. In fact, the process has considerable structure built into it. At the same time, there should be sufficient flexibility so that mature learners can indeed direct their own learning. The individualizing process works equally well for those learners who need greater structure as well as those who need less. By focusing attention on the individual needs of learners and devising personalized plans for meeting those needs, the whole meaning of learning is transformed from one of passive acceptance to one of personal empowerment.
For more information read Assimilating a Personalized Approach into Your Instruction.
