D11 Literacy

 

Adult Learners

Page history last edited by Vince Puzick 1 yr ago

 

 

Adult Learners

 

Part of being an effective instructor involves understanding how adults learn best. Compared to children and teens, adults have special needs and requirements as learners. Despite the apparent truth, adult learning is a relatively new area of study. The field of adult learning was pioneered by Malcom Knowles. He identified the following characteristics of adult learners.

 

Podcast on Adult Learning from www.TeachersPodcast.org

The following chart is from the Fermilab Leadership Institute Integrating Internet, Instruction and Curriculum.

 

CHILDHOOD ADULTHOOD
Children depend upon adults for material support, psychological support, and life management. They are other-directed. Adults depend upon themselves for material support and life management. Although they must still meet many psychological needs through others, they are largely self-directed.
Children perceive one of their major roles in life to be that of learner. Adults perceive themselves to be doers; using previous learning to achieve success as workers, parents, etc.
Children, to a large degree, learn what they are told to learn. Adults learn best when they perceive the outcomes of the learning process as valuable--contributing to their own development, work success, etc.
Children view the established learning content as important because adults tell them it is important. Adults often have very different ideas about what is important to learn.
Children, as a group within educational settings, are much alike. They're approximately the same age, come from similar socioeconomic backgrounds, etc. Adults are very different from each other. Adult learning groups are likely to be composed of persons of many different ages, backgrounds, education levels, etc.
Children actually perceive time differently than older people do. Our perception of time changes as we age--time seems to pass more quickly as we get older. Adults, in addition to perceiving time itself differently than children do, also are more concerned about the effective use of time.
Children have a limited experience base. Adults have a broad, rich experience base to which to relate new learning.
Children generally learn quickly. Adults, for the most part, learn more slowly than children, but they learn just as well.
Children are open to new information and will readily adjust their views. Adults are much more likely to reject or explain away new information that contradicts their beliefs.
Children's readiness to learn is linked to both academic development and biological development. Adults' readiness to learn is more directly linked to need--needs related to fulfilling their roles as workers, spouses, parents, etc. and coping with life changes (divorce, death of a loved one, retirement, etc.).
Children learn (at least in part) because learning will be of use in the future. Adults are more concerned about the immediate applicability of learning.
Children are often externally motivated (by the promise of good grades, praise from teachers and parents, etc.) Adults are more often internally motivated (by the potential for feelings of worth, self-esteem, achievement, etc.)
Children have less well-formed sets of expectations in terms of formal learning experiences. Their "filter" of past experience is smaller than that of adults. Adults have well-formed expectations, which, unfortunately, are sometimes negative because they are based upon unpleasant past formal learning experiences.

 

 

Teaching Strategies

 

Adult Learner Characteristics

 Teaching Strategies
Adults have years of experience and a wealth of knowledge
Use your adult students as resources for yourself and for other students; use open-ended questions to draw out students' knowledge and experiences; provide many opportunities for dialogue among students
Adults have established values, beliefs, and opinions
Take time to clarify student expectations of the course; permit debate and the challenge of ideas; be careful to protect minority opinions within the class
Adults expect to be treated as adults
Treat questions and comments with respect; acknowledge contributions students make to the class; do not expect students to necessarily agree with your plan for the course
Adults need to be self-directed
Engage students in designing the learning process; expect students to want more than one medium for learning and to want control over the learning pace and start/stop times
Adults often have a problem centered approach to learning
Show immediately how new knowledge or skills can be applied to current problems or situations; use participatory techniques such as case studies and problem-solving groups
Adults tend to be less interested in survey type courses and more interested in straightforward how-to
Focus on theories and concepts within the context of their applications to relevant problems; orient the course content toward direct applications rather than toward theory
Adults have increased variation in learning styles (individual differences among people increase with age)
Use a variety of teaching materials and methods to take into account differences in style, time, types, and pace of learning

 

 30 Things We Know For Sure About Adult Learning

 

Adult Learning Theory from North Central Regional Educational Laboratory (NCREL):

Speck (1996) notes that the following important points of adult learning theory should be considered when professional development activities are designed for educators:

  • "Adults will commit to learning when the goals and objectives are considered realistic and important to them. Application in the 'real world' is important and relevant to the adult learner's personal and professional needs.
  • Adults want to be the origin of their own learning and will resist learning activities they believe are an attack on their competence. Thus, professional development needs to give participants some control over the what, who, how, why, when, and where of their learning.
  • Adult learners need to see that the professional development learning and their day-to-day activities are related and relevant.
  • Adult learners need direct, concrete experiences in which they apply the learning in real work.
  • Adult learning has ego involved. Professional development must be structured to provide support from peers and to reduce the fear of judgment during learning.
  • Adults need to receive feedback on how they are doing and the results of their efforts. Opportunities must be built into professional development activities that allow the learner to practice the learning and receive structured, helpful feedback.
  • Adults need to participate in small-group activities during the learning to move them beyond understanding to application, analysis, synthesis, and evaluation. Small-group activities provide an opportunity to share, reflect, and generalize their learning experiences.
  • Adult learners come to learning with a wide range of previous experiences, knowledge, self-direction, interests, and competencies. This diversity must be accommodated in the professional development planning.
  • Transfer of learning for adults is not automatic and must be facilitated. Coaching and other kinds of follow-up support are needed to help adult learners transfer learning into daily practice so that it is sustained." (pp. 36-37)

 

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