In our society, there are many stereotypes that exist about the academic abilities of learners based on facets of their Identity, such as race, gender, disability, and Socioeconomic Status (SES).
Regardless of the medium, new information should be presented in connection to learner's Background Knowledge to stimulate Motivation and help learners see relevance of the information in their lives.
Direct instruction in math strategies may support some adult learners once conceptual understanding is in place.
Purposeful reflection can engage learners with material in a deeper way, encouraging learners to make connections between the course material and real-world experiences or think about the material from a different perspective.
For adults, the Composition process can become more robust when learners can express ideas through multiple media, which includes visual, audio, and digital production.
Stereotypes can be harmful to a host of outcomes for learners, and threaten learners' social interactions and functioning within school settings.
When instructors ask questions or have learners create questions before introducing a text, they activate interest, increase Motivation, and help them assess what they already know about a given topic.
Designing products that allow learners to see their cultures represented not only engages learners but also makes the learning more accessible and relevant.
Visual notetaking, or sketchnoting, is a process that allows learners to represent their ideas non-linguistically which supports English language learners and adult learners from varied cultural backgrounds.
Adult learners benefit from knowing there is an instructor available to provide support as needed, especially during asynchronous learning.
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