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The needs of adult learners in teaching are diverse and requirecritical strategies to meet them. It isbecause the learners have various roles andresponsibilities in the society aside from getting an education(Effective Adult Learning: A Toolkit for Teaching Adults,2016). Not only do the instructors have to be discrete but alsounderstanding, interactive and friendly to all of them. Tohelp the teacher in meeting all the learning objectives, aninstructional plan proposal has to be comprehensive by including theprioritized learning activities. A comprehensiveplan is focused on in this discussion.

Instructional plan proposal

Introduction: In the first 30minutes to one hour, I willinitiate a “know each other” activity and a review of my agendaand objectives of the day (Murk, 2011 p.2). It will follow a givenpath I greet them as they enter the class, then I will say my namesand the reason I am there and my expectations like cooperation andinteractive learning. Afterward, I will ask them to introducethemselves in return by saying the name, and what their expectationon learning is for the period. Moreover, I will use an icebreakerthat eases their mind to share and feel at homefreely. Again, I shall draft the mentioned expectations on awhiteboard or flip chart to help me ensurethe objectives do not miss. After this, I will compare theirexpectations with my list of the objectivesof the course and together, we remove those that cannot bemet, and I explain why it is that way. Additionally, I willgrant them an opportunity to review the agenda with me so that theycan feel included in the process of their learning. Then I willcommunicate the common locations like wherethe restrooms are found, and when to go forbreaks. I also will insist that they are responsible for themselvesand we understand each other’s needs so everything should just besmooth (Murk, 2011 p. 21).

Thedesignof the module: Iwill divide my material into modules of 50 minutes each. The modulewill have a warm-up,activity,a short presentation lecture, and a debriefing then the last one is abreak, marking the end of the module. The guide for the teacher willhave the time for each section at the top of the pageand the page that is corresponding in the workbook for the students.Thisisbecause adults are so keen with time management since they may behaving other roles like being a mother,father,jobs, among others (SariogluErdogdu, 2016).

Warming up: An exercise that is short taking less than fiveminutes will be good to help them thinkabout the topic I am just about to cover. I will use a question forwarming up. This will initiateself-assessment in the learners, and theymay relate the topic to daily activitiesthat happen in their lives, and it may makelearning easier for them. Again, I will do an ice breaker for thestudents to boost their morale. For instance, I would do a style oflearning assessment as a warm up if I am teaching about learningstyles (Murk, 2011 p. 30).

Lecture: I would keep the lecturenot to take more than 20 minutes because I do understand that mostadults can only retain information for up to a maximum of twentyminutes (Effective Adult Learning: A Toolkit for Teaching Adults,2016). However, they may listen for as long as one and a half hours.I will fully present the information for them to retain. In thepreparation of the workbook for the students, I would include themajor points of the lecture and the slides that I may use. It isvital for them to take personal notes but not to write everythingbecause it makes them get easily tired(Effective Adult Learning: A Toolkit for Teaching Adults,2016). This would makeme lose them.

Activity: In designing an event, Iwill ensure it helps them integrate what they learned in class.Adults can be busy and engaged if they are putin small groups that constitute five to ten members to handle aparticular issue that relates to what they aretaught. It is because huge groups give them feweropportunities to express an idea. Moreover, they will sharewisdom and experience in the classroom, andas a teacher, I will also learn a lot from them. Therefore, I will besure to harness their rich experiences and support my lectures in thefuture as well as knowing their lives at personal levels. This way, Iwill understand their different potentials and device ways to supporttheir education. The common activities Iwill use include quiet personal reflections or assessments, playingroles, games, and discussions in smallgroups. My activity will best marry the idea taught in class. Forexample, in a statistics class, I would divide theminto groups of five and give them real data forinterpretation. This would help themconnect theory and reality (Sarioglu Erdogdu, 2016).

Debriefing: After finishing the activity, I will call themback for a brief discussion of what they just did. I would ask themto volunteer in airing their reactions tothe event. Then ask for any questions thatmight be available where they did not understand. Questions wouldtake around five minutes because it will help me know if theyunderstood the topic. Debriefing should nottake long unless I identify that some areas are not understoodwell (Sarioglu Erdogdu, 2016)

Break: I would then grant a break for ten minutes after thedebriefing. Adults need to have a free time to deliberate on thetaught issues and relax their minds so that they can concentrateduring the sessions in class. A break minimizes interruptions whileteaching. After the break, I will immediately resume the lesson sothat those who come late may understand that you always manage timeand they will adjust appropriately (Effective Adult Learning: AToolkit for Teaching Adults, 2016).

Evaluation: I will end the presentation by a very shortevaluation of their understanding by simplyasking some few questions. This is becausepeople get tired during class and any lengthyevaluations will bore them. I will ask them whether theirexpectations were met, what was notcaptured in the lesson, whether they would recommend the class totheir friends, what was the helpful thing that they learned, amongothers. This way, I will be looking for ways to improve thesubsequent lectures (Murk, 2011 p.30).

To conclude, teaching adult learners needsto be flexible. It is hard to meet alltheir requirements, but at least you canadjust the instructional design to capture this, by introducingfrequent breaks and being brief, concise and time managing. Thisdraws their interests in learning,and you will easily meet your objectives asan instructor.


Effective Adult Learning: A Toolkit forTeaching Adults. (2016) (1st ed.,pp. 2-21). Washington DC. Retrieved from

Murk, P. (2011). Review: Adult LearningMethods: A Guide for Effective Instruction.&nbspAdultLearning,&nbsp2(8),30.2-30.

Sarioglu Erdogdu, G. (2016). Basic DesignEducation: A course outline proposal.&nbspPlanning.