Marguerite Falcon
Marguerite Falcon
Observation and Interview
June 29, 2011
EDUC 772 – Dr. Kritskaya
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Due to the instructor’s tight schedule, the meeting date for this observation was scheduled
Tuesday, June 28, 2011 at 9:30 am. This course, Principles of Accounting I (ACCT 101), began
June 6, 2011 and runs through July 15, 2011 for the summer I session. This course meets in
person on the Catonsville campus of the Community College of Baltimore County from 9:00 am
until 10:30 pm. The professor did not let his students know ahead of time that I was attending
nor did he ask for their permission when I entered the classroom. He announced my name and
intention when I arrived. The students did not appear bothered or affected by my presence. The
observation period from 9:30 am – 10:30 am was chosen to avoid initial and ending transitions,
so that the observation could focus on active learning during the core of the course. The
classroom was a smart room consisting of computers at each desk and digital equipment for the
instructor to use visual aids during his instruction. This professor has taught this course at the
college for over 20 years. In fact, he made an interesting time reference during the class to his
students regarding how he had to maintain handwritten ledgers for corporations that took three
times the work time as current applications for accounting on programs such as Excel. The type
of course picked for this observation had the intention of observing the techniques used in a
common higher education course and if the techniques are applicable and supportive for adult
learning with a special interest and focus on the learning needs for higher education students
with autism.
Instructor’s implied beliefs/thoughts
Prior to the classroom observation, the objectives of this assignment were shared with the
instructor, Jay Whitelock. His initial reaction to inquiry regarding his beliefs and thoughts on
teaching and learning of adults was laughter. As his co-worker and instructor also hired on the
basis of professional expertise and experience, I can relate to his reaction to the question. We
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both engaged into a dialogue regarding our lack of knowledge regarding education based
theories and dependency on theories based out of our professional disciplines. The college offers
professional development on infusing technology, embracing diversity, and developing rubric
type methods for grading. Very few workshops offered to the teaching staff focus on theories or
thoughts regarding adult learning. However, theories and models aside, Professor Whitelock said
that he assumes his students are prepared when they enter the classroom to learn from basics of
having paper and pencil, to more abstract assumptions that they know how to study and / or can
access the appropriate resources to support their learning needs offered by the college outside of
the classroom. In addition, he believes in teaching students problems that are realistic and
applicable to the present world. For example, he teaches students how to prepare an accounting
ledger using the current methods and accounting laws so that they are prepared to function as
self-employed accountants or employees for an accounting firm. He occasionally incorporates
information from when he was learning accounting to present methods which gives the students
a sense of history and at the same time he is promoting the use of technology.
Classroom observation and feedback
The use of technology appeared to be a major component of his teaching. He stayed near
the front of the room and used various methods of expressing the information to the students. For
the entire class period, he followed a PowerPoint presentation that was visually displayed and
easy for all students to see. In addition he taught a concept, told the students to work on it
individually, and then reviewed the process and answer with them out loud. At one point, he
allowed several students to work on and discuss a problem. So it seemed that he was appealing
towards a multitude of learning types in the classroom. The students seemed to follow along with
the flow without any problems.
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Overall, I observed an excellent instructor with a classroom of students that appeared
engaged with him and to be learning the concepts as demonstrated by their ability to verbally
offer their answer to the problems and they were correct. The students observed during my
observation period seemed to be moving along at the same pace with the instructor’s lecture and
I wonder if a student with autism or other learning needs would be able to follow the lecture as
well as these students seemed to be. In a subsequent observation and meeting with the professor,
I would also be interested to find out if he has been aware of instructing students with autism or
any other learning disabilities and what his experience with that was like. During this meeting,
he was rushed for time and with the summer course being so short and demanding, he couldn’t
recall at this time a situation regarding a student with autism. I also wonder how many students
with autism disclose their learning needs to their instructors.
Students with autism are entering universities in increasing numbers (Madriaga &
Goodley, 2010). The increase is due to more support systems, the passing of legislation over the
past several decades that mandates learning in an inclusive environment (Madriaga et al., 2010).
Unfortunately, institutions of higher education have not responded rapidly to this change and not
only does the learning needs of students with autism need to be addressed, the results of that are
beneficial for many other learners such as students from lower socio-economic status groups
(Madriaga et al., 2010). In a longitudinal study that followed eight students in the United
Kingdom over the course of one year, several categories in need of revisions were revealed
(Madriaga et al., 2010). Areas of concern included barriers within lectures when students are not
provide with the lecture notes ahead of time (Madriaga et al., 2010). Professor Whitelock did
provide these so he was effectively engaging various learners including those who need to read
the notes ahead of time in order to more effectively understand them during class time when they
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are discussed verbally. Another barrier among the various findings was groupwork and the
difficulty groupwork is for people with autism that have social deficits (Madriaga et al., 2010).
Professor Whitelock did utilize groupwork within his teaching methods. However, he used is
very sparingly. Research suggests using alternative methods for students who are unable to
engage in groupwork due to their disability such as giving an option to work as an individual or
in a group (Madriaga et al., 2010). In conclusion, the researchers suggest that the new direction
of higher education utilize individual education assessments within the classroom to embrace and
inclusive environment and lessen the gap of disadvantaged students as well as comply with
disability laws (Madriaga et al., 2010). If the disability and / or learning difference is not seen as
the problem and the problem can be targeted as the system, students outside of the mainstream
can be taught effectively and successfully.
Theoretical theory of adult learning
Due to the nature of this observation session where students worked individually and then
collaborated together and with the instructor, it appeared to be closely related to the
transformational model of learning that is frequently used in human resource development
settings (Merriam, Caffarella, & Baumgartner, 2007). This seems a natural fit with an accounting
class as both HR and accounting were based out of business schools. However, with such a short
observation, the method observed here could also be categorized as the third category of selfdirected models; instructional models (Merriam et al., 2007). The instructional self-directed
model is used in more formal settings and the process of the students depending (stage 1) on the
teacher to set forth directions to follow and problems to solve as they develop into more
independent and self-directed learners (stage 4) can be applied to this observation as well
(Merriam et al., 2007, p. 117). It seems like the possibility of using several models at the same
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time and interchangeably can exist and be successful. However, the future of adult education,
especially with a diverse environment in result of globalization, inclusion of students with
physical and cognitive disabilities, and closing the gap on excluding socio-economically
disadvantaged students, a more modern approach for teaching and learning is in need of
adoption. The future of education has an opportunity to embrace a holistic approach to learning
that incorporates the learning needs and honors the background of all learners (Merriam et al..,
2007, pp. 187-188).
References
Madriaga, M., & Goodley, D. (2010). Moving beyond the minimum: socially just pedagogies
and asperger’s syndrome in UK higher education. International Journal of Inclusive
Education, 14(2), 115-131.
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: A
comprehensive guide (3rd ed.). Boston: Harvard Business School Press.
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