Adult Learner Characteristics & Teaching Implications

Adult Learners Characteristics Adult learner characteristics Principles of adult learning Teaching implications Adults want to take more control over learning than youth. As adults are self-directed in their lives, they transfer this need for independence to the learning situation. Adults are autonomous and self directed.  ask for their preferences  allow them to choose among different activities  implement self- assessment

Adult learner characteristics Principles of adult learning Teaching implications Adults draw upon their experiences as a resource for learning. Adults have accumulated a foundation of experiences and knowledge.  use their experiences as a resource for learning  connect their previous knowledge with their new knowledge Adult Learners Characteristics

Adult learner characteristics Principles of adult learning Teaching implications Adults tend to be more motivated than youth. Remember that they choose to take your class. Adults are goal oriented. They have clear objectives for attending a course.  show them the objectives of the course  invite them to share their objectives and make them part of the plan  maintain their motivation through varied and relevant activities Adult Learners Characteristics

Adult learner characteristics Principles of adult learning Teaching implications Adults are pragmatic. They want to put what they learn immediately into practice. Adults are relevancy oriented and practical.  don’t spend too much time with theory  show the applicability of the new knowledge  try to put the students’ needs first  make them use what you’ve taught immediately Adult Learners Characteristics

Adult learner characteristics Principles of adult learning Teaching implications The learner role is secondary for adults, and they must fit their learning into life’s margins. Since they have many roles in life, being a student is not their main priority. Adults need to be shown respect.  establish a peer relationship with them  give all the students the same opportunities  be flexible Adult Learners Characteristics

Adult learner characteristicsTeaching implications Many adults lack confidence in their learning because of negative past experiences and “rusty” study skills.  use confidence-building activities  teach study skills  use pairs and groups to reduce anxiety

Adult Learners Characteristics Adult learner characteristicsTeaching implications Adults are more resistant to change. They are comfortable with what they know and what works for them.  explain the reasons underlying the changes  link new ideas with previous ones  introduce changes slowly, one by one

Adult Learners Characteristics Adult learner characteristicsTeaching implications Adults must compensate for aging in learning. Though adults may have problems related with age, such as sight or mobility, they learn slowly but more deeply.  check the learning environment  check your pace to give them time to process the information

Adult Learners Characteristics Resistant LearnersTeaching implications Think about an especially tough resistor that you had to deal with Be that person—”What are the reasons I don’t want to be here?” Priorities: other things are more important Relevant: what’s in it for me Fear: of change, embarrassment Boring: death by lecture  Associate with the resistor  Reiterate class agenda and objectives  Engage the resistor in discussion or activity  Switch to discussion or activity

Why Adults Want To Learn  To gain knowledge or a skill they need  To better manage changes in their lives  To increase or maintain a sense of self-esteem

Adults learn best when: teaching is built upon their own experiences they can apply what they have learned immediately to their own lives there is a mixture of teaching approaches the learning environment is friendly, informal and comfortable

Effective teaching The best presentations are dynamic, responsive and organic, not canned. Keep your class size small. Keep lectures to a minimum. Stop for questions and answer. Follow up with a learning activity. Draw on life experiences, your own as well as theirs.

Care about your audience Make them feel welcomed and comfortable. Be respectful. Make eye contact. Allow time for them to ask questions. Take time to break into small interactive learning groups.

Practice Your Session Know Your Subject Cold Make A List Confirm All Arrangements One Week Before Your Training

One Day Before Your Training Run through the entire session, practicing with visuals Set up training room Observe the room mechanicals Test the equipment Get a good night’s sleep

One Hour Before Your Training Arrive One Hour Before Training Complete Last Minute Setup Organize Your Training Space Make Sure Your Notes Are In Order Prepare For Emergencies Check Your Equipment Make Sure You Are Comfortable Move Around Greet Your Participants

One Minute Before Your Training Take one more peek at your opening line Take a deep breath Tell yourself how terrific this is going to be Find a friendly face & smile Go for it!

A good teacher of adults Is people-centered, more interested in people than things, more interested in individuality than conformity, and more interested in finding solutions than following rules. Is understanding, flexible, patient, humorous, practical, creative and prepared. In other words…a Librarian.