Teaching Adult Learners An Overview

V = Voice By Choice. You will not be called on and you will not be made to speak in front of the whole group unless you make that choice. We do ask you to jump into the small groups and partnerships. O = One- two- three- four- five – Your facilitators will wait at least five seconds for you to speak! Silence can be our friend. I = Inclusion. We will all strive to make sure that everyone feels included, knows what is happening at any given moment, and has ample opportunity to be valued and to speak. C = Considerate. We’ll start on time, end on time, and come back from breaks in a timely fashion! E = Encouragement. We will always seek to encourage each other, to give support and praise for contributions, to be part of solutions when needed, and to ask questions. VOICE Guidelines Telling to Teaching, Dr. Joye Norris

 Reflect upon the Adult Learning Theory  Explore 4 principles of adult learners  Discuss effective practices to connect with adult learners  Rate your use of 6 key facilitation skills Today, we will:

Reflect on the Adult Learning Theory WHY do Adults Learn? With a partner, describe WHY (in general) adults learn. What characteristics or words would you use?

1.Adults have a need to know why they should learn something. 2.Adults have a deep need for self-directing. 3.Adults come to learning situations with a wealth of experience and knowledge. 4.Adults are motivated to learn by both extrinsic and intrinsic motivators. Adult Learning Theory

“When the student is ready, the teacher appears.” - Buddhist proverb

4 Principles of Adult Learners Respect Safety Inclusion Trust

1.Describe an experience of your own where, as the learner, you felt respected. What was done – or NOT done – to give you that feeling? 2.Tell about a learning experience you have had where you felt safe to fully participate. What actions were taken to lead you to feel safe? 3.Share with your partner a time when you felt included in the lesson or class or program. What was it that gave you that feeling? 4.Let your partner know about a time when you felt a deep trust with your teacher – or did NOT. How did you know? Examine these 4 questions. Choose the one you wish to discuss with a partner.

Adult learners want to be respected for who they are, where they’ve been, and what they already know. What YOU can do: Begin and end on time Be prepared Know your subject Tend to differences Listen to what they say Respect

Learners, especially adult learners who have had poor experiences with previous schooling, want to feel safe to fully participate, to speak out, to take risks if needed. What YOU can do: Voice By Choice Wait for responses Make sure questions/activities are “close enough to be relevant, far enough away to be safe” Affirm responses (“Thank you for sharing”) Reveal your own errors Safety

Learners of all ages want to be part of a group, to be counted, to matter, to not be left out, to not feel “less than…” What YOU can do:  Appoint someone to be the “include” – to greet latecomers, show them a place to sit, make sure they have materials  Use names Inclusion

Your learners want to know: Do you care about me? Can you help me? AND, can I trust you? What YOU can do: Do what you say you will do Don’t do what you said you wouldn’t do (call on them) Keep confidences Trust

Effective practices to Connect with your Adult Audience Learner-Centered Approach Facilitated Dialogue Approach

 Participants:  Learn NEW information or skills  DO something with the information or skills  TRANSFER new information or skills to their lives Learner-Centered Approach

 Allows learners to take information and make it applicable to their lives  Personal meaning of new information is key element of learning  Engage our participants and let THEM talk during the lessons (Less you, more them) Facilitated Dialogue Approach

 A learner-centered approach  A facilitated dialogue approach In your own words…

6 Key Facilitation Skills Ask Wait Listen Affirm Expand Weave

Push/Pull Activity PUSH PULL 90/10 70/30 50/50 30/70 10/90

 Open questions or phrases  Who? Why? What?  No right or wrong questions/phrases Do you have any questions?  “What are your questions?” Facilitation Skill #1 - ASK

 At least 5 seconds, with eye contact  “M”, triangle Facilitation Skill #2 - WAIT

 Focus on what they are saying.  Listen to key phrases.  Develop an “ear for words”  Why we don’t listen: 1.Concerned about running out of time 2.Worried about what is coming next 3.Distracted Facilitation Skill #3 - LISTEN

 Thank you ______  I really appreciate that comment and let me tell you why….  Did everyone hear what ______ just said?  Repeat what they said Facilitation Skill #4 - AFFIRM

 Encouraging a speaker to go a bit further  Examples:  “Tell us more about that...”  “How did that make you feel?” Facilitation Skill #5 - EXPAND

 Use language to tie comments to other ones, or to summarize or review  To move to the next task.  Requires listening, an “ear for words.” Facilitation Skill #6 - WEAVE

Need to ImproveDecentGood ASK WAIT LISTEN AFFIRM EXPAND WEAVE Rate yourself on your current use of the 6 facilitation skills. Then share your results with a partner.

Summary Adult Learning Theory  Need to know why  Self-directing  Experience  Motivated 4 Principles of Adult Learners  Respect  Safety  Inclusion  Trust

Summary Approaches to connect with Adult Learners  Learner-centered  Facilitated dialogue 6 Key Facilitation Skills  Ask  Wait  Listen  Affirm  Expand  Weave

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