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Classroom Dynamics in Adult Literacy Education

The Content and Structure of Instruction The content and structure of instruction fell into two general types: discrete skills instruction (found in 16 of the 20 classes), characterized by teacher-prepared and teacher-delivered lessons conveying factual information and emphasizing basic skills development, and making meaning instruction, focused on developing higher-level abilities and teacher-learner collaboration. If the essence of becoming literate is the acquisition of concrete skills and factual knowledge, this norm has merit. If, however, literacy also entails critical thinking, problem-solving ability, oral as well as writing proficiency, creativity, and an understanding of how society works, the norm is substantially deficient.