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Teaching Strategies for the Training of Adults

Code: 101659
Credits: 6
2026/2027
Degree programme Type Course
Social Education OP 3
Social Education OP 4
Education Studies OP 4
Primary Education OP 4

Contact lecturer

Name :
Cristina Ruedas Del Hierro
Email :
cristina.ruedas@uab.cat

Group languages

You can consult this information at the end of the document.

Prerequisites

It is recommended to have completed the subject "The teaching-learning process" (GPE-GES) or "Teaching Methods and Curriculum Development" (GEP).

Objectives

The teaching strategies for the training of adults are framed within a more general process that is specifically located in the teaching and learning processes; determining, from the differential education, the axes of action in training programs keep on.

The objectives are the following:

  • Understand the characteristics that determine the adaptation of the teaching-learning process to adults.
  • Analyze the ways of didactic action in relation to adults.
  • Analyze the didactic strategies adapted to the E-A process for adults

Learning outcomes

  1. Understand educational legislation and policies in adult education.
  2. Identify learning needs of the adult population in the information society.
  3. Understand the theories and models of adult learning.
  4. Analyse the biosociological peculiarities of adults that determine specific teaching strategies.
  5. Demonstrate the necessary knowledge about didactics and the principles of programming and planning in Adult Education.
  6. Establish the methodological principles and basis of teaching and learning processes in adult education.
  7. Produce teaching materials and resources for specific groups of adults.
  8. Develop strategies to foster resilience processes.
  9. Encourage independent learning as a facilitator of learning.
  10. Using cooperative, interactive and autonomous learning techniques.
  11. Demonstrate an understanding of the evolution of the educational implications of information and communications technologies to learn about and apply the same to the classroom.
  12. Critically analyse and incorporate the most relevant issues of today's society affecting education: social and educational impact of audiovisual languages and screens.
  13. Produce specific teaching materials and adapt them to the different modes and supports: Face-to-face and virtual.
  14. Demonstrate theoretical, philosophical, psychological and sociological, applied and didactic knowledge of Adult Education.
  15. Understand the models and systems of adult education.
  16. Contextualize social and educational action in accordance with different models and theories of adult education.
  17. Analyse the psychosocial peculiarities of adults that influence specific teaching strategies.
  18. Analyse the psychosocial peculiarities of adults that influence the objectives and methods of adult education programs.
  19. Participate in seminars, workshops, conferences and symposiums.
  20. Design and apply plans, programs, projects, activities and tasks in different socio-educational contexts of vocational training.
  21. Understand, analyse and apply models and methods of adult literacy.
  22. Understand, analyse and apply models and methods for learning a second language among adults.
  23. Manage information on adult education for decision-making.
  24. Demonstrate a capacity for teamwork, individual and collective commitment to the task to be done.
  25. Linking the different socio-educational models and theories in various practices, educational and training actions encompassed within a given context.
  26. Maintain a radical and critical attitude towards enforcement situations of inequality due to poverty, gender, ethnicity and / or origin and sexual orientation and proceed to analysis, reporting and processing of the same inequalities in opportunities.
  27. Incorporate information technology and communication in the teaching-learning process, to communicate and collaborate in educational and training contexts.
  28. Identify the social, economic and environmental implications of academic and professional activities within one?s own area of knowledge.
  29. Analyse a situation and identify points for improvement.
  30. Propose new experience-based methods or alternative solutions.
  31. Propose projects and actions that are in accordance with the principles of ethical responsibility and respect for fundamental rights and obligations, diversity and democratic values.
  32. Propose projects and actions that incorporate the gender perspective.
  33. Analyse a situation and identify its points for improvement.
  34. Propose new methods or well-founded alternative solutions.

Contents

The differential didactics in relation to adults
Approaches and models in the education of adults.
The didactic relationship in the education of adults. Motivation and learning.
Educational strategies and adult education.
The forms of action in adult education and guidance for learning.

Learning activities and methodology

Title Hours ECTS Learning outcomes
Supervised work. Elaboration in group of practices and other activities. 30 1.2 4, 5, 7, 9, 12, 13, 14, 16, 17, 18, 20, 24, 25, 26, 27, 28, 30, 31, 32, 33, 34
Classroom activity in large group. Practices and activities and master class occasionally. 45 1.8 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30, 31, 32, 33, 34
Self-training. Reading of documents, search of information, study and preparation of evaluation tests, etc. 75 3 1, 3, 4, 6, 8, 9, 10, 12, 14, 15, 16, 21

The methodological approach of the subject starts by focusing the process activity on the student's learning. For this, the student must be responsible, active and autonomous throughout the process, being the teacher's mission to help and guide him in this task.

The teaching staff:
1) will orient and/or provide the theoretical reference;
2) support and guide the student at all times, guiding for search or providing (as deemed) information, resources, ... necessary to facilitate learning;
3) ensure the autonomous learning of the student, proposing different teaching / learning activities, under the principle of methodological multivariance.

All this should facilitate the essential involvement and active participation by the student in their learning process. In this context, academic tutoring become a fundamental part of the work methodology.

Annotation: within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.

Assessment

Continuous assessment activities

Title Weight Hours ECTS Learning outcomes
Written theoretical exam or creation of a conceptual map (critical) of the mandatory reading documents (option according to teaching criteria) (individual) 35% 0 0 1, 3, 4, 6, 9, 15, 21, 22
Design and development of a training action for adults (group work). 50% (30% design + 20% development) 0 0 3, 7, 8, 10, 11, 13, 14, 16, 17, 18, 19, 20, 21, 22, 23, 24, 25, 26, 27, 28, 29, 30, 31, 32
Other individual classroom activities (group assessment, assessments instruments, reflective self-assessment, etc.). 15% 0 0 2, 4, 5, 7, 9, 12, 14, 16, 17, 18, 19, 25, 26, 28, 29, 30, 31, 32, 33, 34

This subject does not have a single assessment.

Assessment will be carried out throughout the entire subject, through the activities shown in the assessment schedule.

Throughout the course, there are more than three activities of different types, combining individual and group work:

The "Critical Concept Maps" will be submitted the second week of November. If a grade lower than 5 is obtained, they may be modified and resubmitted only once. The resubmission (new version) will be submitted on the date indicated in the schedule, as well as for the regular exam, and the maximum resubmission grade will be 5. Individual Work

The assignment/unit "Design of a Training Action for Adults" must be geared towards a specific group (considering variables such as gender, age, socio-occupational-cultural factors, specific educational needs, etc.) and will be submitted in December (before the holidays). If a grade lower than 5 is obtained, it can be modified and repeated only once (obviously only if the regular assignment has been submitted) and must be submitted on the day of the resit exam. Group work: The blocks/tasks "development of a training activity for adults" in the classroom and "other classroom activities (group assessments, assessment tools, reflective self-assessment, etc.)" will be carried out throughout the course and are NOT subject to resit. Some of these tasks require group work and others individual work. To pass the course, each of the four blocks of evaluative activities that structure the course must be passed separately (at least a 5): design of the training activity, development of the training activity, other activities, exam/critical concept maps. Throughout the course, the student's involvement, participation, collaboration, etc., in the proposed activities, during the sessions, with the group of classmates, etc., will be taken into account for the evaluation. Similarly, to pass this course, students must demonstrate strong general communication skills, both orally and in writing, and a good command of the language(s) of instruction specified in the course syllabus. Therefore, all activities (individual and group) will be assessed on linguistic accuracy, writing style, and formal presentation. Students must be able to express themselves fluently and correctly (orally and in writing), demonstrate a high level of comprehension of academic texts, and use sources, notes, quotations, bibliographic references, etc., correctly, following APA style guidelines. An assignment may be returned (not graded) or failed if the instructor deems it does not meet these requirements.

Class attendance is mandatory. Students must achieve a minimum of 80% overall attendance and 100% in the blocks/tasks "Development of a training action for adults" and "Other activities" to be eligible for assessment; otherwise, they will be considered "not assessable." Failure to complete or submit assigned activities will also be considered "not assessable." This course does not allow a Synthesis Test for students enrolling for the second time. The maximum timeframe for providing feedback/grades on assessment activities is 20 business days, according to the academic calendar. Copying or plagiarism in assignments, practical exercises, activities, exams, etc., will be penalized with a grade of 0 for the course (whether it is an individual or group assignment/test; in the latter case, all group members will receive a 0), and the possibility of a retake will be forfeited. In this course, the use of Artificial Intelligence (AI) technologies is permitted as an integral part of the work, provided that the final result reflects a significant contribution from the student to the analysis and Personal reflection. The student must clearly identify which parts were generated using this technology, specify the tools used, and include a critical reflection on how these influenced the process and the final result of the activity. Specific validations will be carried out to guarantee authorship and the acquisition of competencies in case of suspected academic fraud. Lack of transparency in the use of AI will be considered a lack of academic honesty and may result in a penalty on the activity grade, or more severe sanctions in serious cases.

















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Software

No specific software is used.

Course groups and languages

The information provided is provisional until November 30. After this date, you will be able to consult the language of each group through this link. To access the information, you will need to enter the course CODE

Type of teaching Group Language Semester Shift
(TE) Theory 4 Catalan first semester morning-mixed