Planning Programs For Adult Learners: A Practical Guide - Rosemary S. Caffarella, Sandra Ratcliff Daffron

The authors (Caffarella) liken planning programs for adults to swimming in the ocean. I do not swim but I am aware of the calms as well as the rocky waves of the water at times. Neither is consistent nor predictable. Caffarella suggests that both novice and experienced planners stay the course when the waters get rough. Learning to navigate the stormy periods that may come and take immediate action is wise counsel. "Thinking on their feet and acting in the moment are what usually get planners through these turbulent and unpredictable times" (1). The Interactive Model of Program Planning (IMPP) created by Caffarella is grounded in two major sources: one, the classic and current descriptions of program planning, approaches and models, and two, practical experiences of program planners(3). The three approaches that support the IMPP are the conventional or traditional approach, the pragmatic or practical approach and radical planning. Briefly, the conventional or traditional approach looks at planning programs in sequential order. The pragmatic or practical approach which realizes that plans may change when faced with unique situations and so takes into consideration "real world constraints" (11). Social activism, democratic principles and transformation have been the focus of radical planning since the eighteenth century. Practical experience of program planners was also taken into consideration when creating the IMPP. This means scholars who have observed planning situations or who have told stories of planning programs in various scenarios has provided valuable insight to this model.

Planning requires skillful technique, political savvy and ethical responsibility. Recognizing power will be important in developing programs. Planners must pay attention to who the shareholders are as well as to the needs of the learners.  They also have to think well beyond their now because programs can change from the initial concept to implementation for any number of reasons.

Learning Objectives

Before the planner even begins to develop a program or workshop, he/she must create a set of learning objectives for the learner.  Learning objectives should be carefully reviewed “because they set the tone and direction for what the participants are expected to do and learn during the instructional activity” (Caffarella 182).  I understand this to mean that learning objectives are important to students retaining the knowledge which they seek.  Students should be able to complete the tasks that are stated in the objectives.  If not, then the learning objects will not match the intended outcomes.

 

Learning objectives are necessary for a few reasons.  For the design of the program, focus and consistency is of overall importance because the objectives need to be clear to everyone involved.  They are also necessary to evaluate what the students or participants have learned and the objectives serve as directions to help learners organize their learning (Caffarella 184).  A workshop or program without learning objectives is like a movie without a plot.  Action is going on within the workshop or movie but there does not seem to be a point to it all.  If the instructor has no point as to why they are teaching the workshop, the learners will likely not understand or retain the information being taught.  Learning objectives should be created with action words and take into account the who (learner), the how (action verb) and the what (context) of what is to be expected.  What I have found in reading about learning objectives is that it is important for the planner to know what the organizational structure is, what the mission of the organization is and how the program will help the company in fulfilling their mission.  The design backward approach, indicated by the image below, can be used in developing effective programs or workshops that work within the organizational frame work.  If the planner knows what the learning outcomes that comprise the organization's corporate culture, it is a strong indication that the learning outcomes of the programs/workshops will mirror that of the organization.

 

What Does it Mean to be Literate in the 21st Century? (short version 8 min)

I would not have asked myself this question had I not started this journey into Adult Literacy. Little did I notice how we, in our everyday lives, are surrounded by the various literacies. As technology continues to expand, so does the idea of what we call literacy. Currently, digital literacy is a hot buzzword in the profession. Social media and a smartboard in the classroom are only the beginning. As I am creating basic writing programs at the Center for my adult population, this question will guide me in providing education that expands outside of the classroom.

 

So why the blog format?  

This blog was started, in part, as a final assignment (Learning Activity #4) for my class in Developing Programs for Adult Learners with Denise Williams, Ed.D. This blog serves as the final requirement for my class. I chose the blog format as a final project because I’ve done a few for other graduate classes.  Therefore, I am familiar, albeit not yet comfortable, with the medium. This gives me an opportunity to become more acquainted with blogging and how it relates to learning.  In the end, I can use this forum as a new tool to teach as this is one of the mediums of the 21^st century.

In addition, I know I would have to continue to sustain it as I moved forward with the plans for the Center. Another reason I started a blog is to have a record of the skills and knowledge I learned in taking this journey. Perhaps this may be of use to someone else who has an idea that seems a bit impossible. This blog will also serve as an account of the Center’s beginnings and will state its goals and purposes as it evolves. I believe this transparency may prove inspiring to the clients who make use of its services.

Ethics in Planning

Ethics is one of the factors I wouldn't have paid attention to if the class had not read the Caffarella chapter. We were talking about ethics in planning and given scenarios to discuss in class.  Educators have an ethical responsibility to planning adult education programs. Sometimes the vision we see is not what the client sees and we are put into difficult situations.  It is easy to say what I would do when the stakes aren't high or hypothetical, but I like to think I would do the right thing,

Ethical issues arise when people are asked to do something that violates their personal beliefs. I was thinking after the class conversation that having a core support team may help to alleviate the occurrence of unethical issues.  A good team would consist of people who have the same goals in mind as the planners and the organization. The team would know the objectives and outcomes of the program before its implementation and therefore be a good deterrent to issues arising.