Name: Diana Sullivan

INSTRUCTIONAL STRATEGY DESIGN (ISD)

Date: May 3, 2012

Lesson: Adult Education Approach to Critical Multiculturalism

Dominant Teaching Method: Lecture/analysis
Skills I teach: Analysis, synthesis

Objectives:
1. Students will be able to evaluate 3 course concepts and relate them to Mexican immigrants as
adult learners.
2. Students will be able to analyze 3 course concepts and understand their relationship to Mexican
immigrants in Milwaukee.

Orientation
Activity

INSTRUCTIONAL STATEGY
Motivation: Action at beginning
of class to grab student
interest
Objectives: Manner of
presenting to students

Procedure for
Learning Activity

Lesson will build on these prior

knowledge and skills of
learners
Main Ideas

Lecture with PowerPoint

Harry Millers Force Field Analysis, Roger Boshiers Congruence Model, Allen Toughs Anticipated
Benefits, Kjell Rubensons Expectancy-Vlence Paradigm, Knowels Six Assumptions, Andragogy,
and adult learning
1. Latino Milwaukee
Examples: 1. Statistics/Percentages
2. Relate topic to C-O-R model

2. Miller, Rubenson, Boshier, Tough

3. Connect to adult learning & critical multiculturalism

3. Race, class, gender

Examples or Stories to support

Main Ideas

Give examples of the type of adult learning Mexican immigrants face.

Three questions developed at

complex levels

1. Does the C-O-R model support or contrast Mexican immigrants as adult learners?
2. How does Knowels fifth assumption explain the motivation behind Mexican immigrants as adult
learners?
3. What aspects of Knowels Six Assumptions account for how and why Mexican immigrants pursue
adult education?
Computer with PowerPoint and screen

A/V Technology

Student
Participation

Checklist of students individual cultural experiences as they relate to adult learning. These
experiences may come from upbringing, social class, or race.

Authorities/Books I used to
research my topic

See References on PowerPoint slide

Application Ideas

Students will understand the factors associated with Mexican Immigrants as adult learners as they
relate to theories covered in AED 335 and an academic major.

Type of assessment of
students' performance

Students will be able to assess how prior knowledge of adult learning theories correspond to Mexican
immigrants in Milwaukee.

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Topic: Adult Education Approach to Critical Multiculturalism

LESSON TIME LINE

Name: Diana Sullivan

Date: May 3, 2012

PROCEDURE
Outline of Content and Activities
Time Line

Materials and
Special Notes

Give history of Mexican immigrants in Milwaukee

Approx. 4
min.

Explain current Latino community in Milwaukee

Computer and screen

with projector

Reference C-O-R Model in relation to Mexican immigrants in Milwaukee as

adult learners

Discuss concept of Social Capital

Approx. 4
min.

Give research related to Social Capital

Computer and screen

with projector

Pinpoint contribution to adult learning

Define Andragogy theory

Approx. 4
min.

Computer and screen

with projector

Relate theory to adult learning

Explain Six Assumptions

Outline themes connected to critical multiculturalism

Approx. 4
min.

Detail components of themes

Approx. 4
min.

Give overview and detail of race, class, gender and the relationship to critical
multiculturalism, adult learning, and Mexican immigrants in Milwaukee

Computer and screen

with projector

Computer and screen

with projector

Teacher Self Assessment: Reflect at the end of the presentation how students reacted to activities, time management,
and lecture.

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