Please answer the following questions. There are 13 questions, each with multiple items. For each item, please select one of the options indicating your agreement with the statement.
Strongly Disagree | Neutral | Strongly Agree | |||||
1. In planning an educational activity, I am most likely to: |
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a) Identify, in conjunction with learners, significant social, cultural and/or political issues and plan learning activities around them. | |||||||
b) Clearly identify the results I want and develop a program, class or workshop that will achieve those results. | |||||||
c) Begin with a lesson plan that organizes what I plan to teach, when and how. | |||||||
d) Assess learners' needs and develop valid learning activities based on those needs. | |||||||
e) Consider the areas of greatest interest to the learners and plan to deal with them regardless of what they may be. | |||||||
2. People learn best : |
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When the new knowledge is presented from a problem-solving approach.. | |||||||
When the learning activity is clearly structured and provides for practice and repetition. | |||||||
Through dialogue and discussion with other learners and a group coordinator. | |||||||
When they are free to explore without the constraints of a "system." | |||||||
From an expert who knows what he or she is talking about. | |||||||
3. The primary purpose of adult education is: |
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To facilitate personal development on the part of the learner. | |||||||
To increase learners' awareness of the need for social change and to enable them to effect such change. | |||||||
To develop conceptual or theoretical understanding. | |||||||
To establish the learners' capacity to solve individual and societal problems. | |||||||
To develop the learners' competency and mastery of specific knowledge and skills. | |||||||
Strongly Disagree | Neutral | Strongly Agree | |||||
4. Most of what people know: |
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Is a result of consciously pursuing their goals, solving problems as they go. | |||||||
They have learned through critical or reflective thinking focused on important social, cultural and political issues. | |||||||
They have learned through a trial-and-feedback process. | |||||||
They have gained through self-discovery rather than some "teaching" process. | |||||||
They have acquired through a comprehensive educational process. | |||||||
5. Decisions about what to include in a learning activity : |
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Should be made mostly by the learner in consultation with a facilitator. | |||||||
Should be based on what the learners know and what the teacher believes they should know at the end of the activity. | |||||||
Should be based on a consideration of key social, political and or cultural situations. | |||||||
Should be based on a consideration of the learners' needs, interests and problems. | |||||||
Should be based on careful analysis by the teacher of the material to be covered and the concepts to be taught. | |||||||
6. Good adult educators start planning instruction: |
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By considering the specific outcomes they are looking for and the most efficient ways of producing them in learners. | |||||||
By identifying everyday problems that can be solved as a result of the instruction. | |||||||
By clarifying the content, concepts and/or theoretical principles to be taught. | |||||||
By clarifying key social, cultural and/or political issues that affect the lives of the learners. | |||||||
By asking learners to identify what they want to learn and how they want to learn it. | |||||||
Strongly Disagree | Neutral | Strongly Agree | |||||
7. As an adult educator, I am most successful in situations: |
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That are unstructured and flexible enough to follow learners' interests. | |||||||
That are fairly structured, with clear learning objectives and built-in feedback to the learners. | |||||||
Where I can focus on practical skills and knowledge that can be put to use in solving problems. | |||||||
Where the scope of the new material is fairly clear and the subject matter is logically organized. | |||||||
Where the learners have some awareness of social and political issues and are willing to explore the impact of such issues on their daily lives. | |||||||
8. In planning an educational activity, I try to create: |
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The real world -- problems and all -- and to develop learners' capacities for dealing with it. | |||||||
A setting in which learners are encouraged to examine their beliefs and values and to raise critical questions. | |||||||
A controlled environment that attracts and holds the learners, moving them systematically towards the objectives. | |||||||
A clear outline of the content and the concepts to be taught and learned. | |||||||
A supportive climate that facilitates self-discovery and interaction. | |||||||
9. The learners' feelings during the learning process: |
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Must be brought to the surface in order for learners to become truly involved in their learning. | |||||||
Provide energy that can be focused on problems or questions. | |||||||
Will probably have a great deal to do with the way they approach their learning. | |||||||
Are used by the skillful adult educator to accomplish the learning objectives. | |||||||
Are likely to get in the way of teaching and learning by diverting the learner's attention. | |||||||
Strongly Disagree | Neutral | Strongly Agree | |||||
10. The teaching methods I prefer to use: |
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Focus on problem solving and present real challenges to the learner. | |||||||
Emphasize practice and feedback to the learner. | |||||||
Are mostly non-directive, encouraging the learner to take responsibility for his/her own learning. | |||||||
Involve learners in dialogue and critical examination of controversial issues. | |||||||
Are determined primarily by the subject or content to be covered. | |||||||
11. When learners are uninterested in a subject, it is probably because: |
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They do not realize how serious the consequences of not understanding or not learning the subject may be. | |||||||
They do not see any benefit for their daily lives. | |||||||
The teacher does not know enough about the subject or is unable to make it interesting to the learner. | |||||||
They are not getting adequate practice or feedback during the learning process. | |||||||
They are not ready to learn it or it is not a high priority for them personally. | |||||||
12. Differences among adult learners: |
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Are relatively unimportant as long as the learners gain a common base of understanding through the learning experience. | |||||||
Enable them to learn best on their own time and in their own way. | |||||||
Are primarily due to differences in their life experiences and will usually lead them to make different applications of new knowledge and skills to their own situations. | |||||||
Arise from their particular cultural and social situations and should not be minimized even as they recognize common needs and problems. | |||||||
Will not interfere with their learning if each learner is given adequate opportunity for practice and reinforcement. | |||||||
Strongly Disagree | Neutral | Strongly Agree | |||||
13. Evaluation of learning outcomes: |
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Is not of great importance and may not be possible, because the impact of learning may not be evident until much later. | |||||||
Should be built into the system so that learners will continually receive feedback and can adjust their performance accordingly. | |||||||
Is best done by the learners themselves, for their own purposes. | |||||||
Lets me know how much the learners have increased their conceptual understanding of new material. | |||||||
Is best accomplished when the learner encounters a problem, either in the learning setting or the real world, and successfully resolves it. | |||||||
14. My primary role as a teacher of adults is to: |
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Guide learners through structured learning activities with well-directed feedback. | |||||||
Systematically lead learners in acquiring new information and understanding underlying theories and concepts. | |||||||
Help learners identify and solve problems better. | |||||||
Increase learners' awareness of environmental, social and political issues and help them learn how to have an impact on these situations. | |||||||
Facilitate, but not to direct, learning activities. | |||||||
15. In the end, if learner's have not learned what was taught: |
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The teacher has not actually "taught." | |||||||
They need to repeat the experience, or a portion of it. | |||||||
They may have learned something else which they consider just as interesting or useful. | |||||||
They do not realize how learning will enable them to significantly influence social change. | |||||||
It is probably because they are unable to make practical application of new knowledge to problems in their daily lives. |
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