1. Instructing the Adult Learner Mass Youth Soccer Annual Instructional Staff Workshop Mike Singleton December 6, 2003

2. Diversity There is no other “age” where the learner is more diverse in regard to: There is no other “age” where the learner is more diverse in regard to: Age Age Educational background Educational background Personality Personality Personal goals / reasons to attend education Personal goals / reasons to attend education Cultural background Cultural background

3. 6 Principles of Adult Learning Goal orientation Goal orientation Self direction Self direction Social learners/ problem solvers Social learners/ problem solvers Life experiences Life experiences Relevancy Relevancy Respect Respect

4. Adults are Goal Oriented Adults know what they want! Adults know what they want! You must explain how this class helps them attain their goals. You must explain how this class helps them attain their goals. Goal identification needs to take place early in the course. Goal identification needs to take place early in the course.

5. Adults are Self-Directed It is important to get participant’s perspective about topics to be covered. It is important to get participant’s perspective about topics to be covered. Participants should assume responsibility for presentations and group leadership. Participants should assume responsibility for presentations and group leadership. Participants must be shown how the class can help them reach their goals. Participants must be shown how the class can help them reach their goals.

6. Adults are Social Learners Want help from peers as well as instructors. Want help from peers as well as instructors. Vary the method of instruction: Vary the method of instruction: Problem solving examples Problem solving examples Attention span Attention span

7. Build Upon Accumulated Experiences Adults need to associate new learning to this knowledge / experience. Adults need to associate new learning to this knowledge / experience. Instructors need to draw out participant’s experience that is relevant to the topic. Instructors need to draw out participant’s experience that is relevant to the topic.

8. Adults are Relevancy - Oriented Adults must see a practical reason for learning anything. Adults must see a practical reason for learning anything. Learning has to be applicable to their immediate situation. Learning has to be applicable to their immediate situation. They like to know how this will be useful. They like to know how this will be useful.

9. Adults Need To Be Shown Respect The power disparity between the student and the instructor needs to be acknowledged. The power disparity between the student and the instructor needs to be acknowledged. Acknowledge their demanding lives. Acknowledge their demanding lives.

10. Three Critical Elements for Effective Instruction Motivation Motivation Retention Retention Transference Transference

11. Motivation Motivation is desire to change Motivation is desire to change Motivation arises from dissatisfaction Motivation arises from dissatisfaction Attitude stair steps Attitude stair steps awareness awareness understanding understanding concern concern dissatisfaction dissatisfaction Motivation gap Motivation gap

12. Motivation All efforts will be in vain if: All efforts will be in vain if: students do not see a need students do not see a need students are intimidated students are intimidated

13. Motivation We keep the “gap” manageable through: We keep the “gap” manageable through: Feedback - how am I doing? Feedback - how am I doing? Rewards – benefits of instruction Rewards – benefits of instruction Interest – directly related to benefits Interest – directly related to benefits

14. Retention Original learning = engagement Original learning = engagement KASH Formula KASH Formula Knowledge Knowledge Attitude Attitude Skills Skills Habits Habits

15. Transference Association – build on something they already know. Association – build on something they already know. Original learning – if original learning is high then… Original learning – if original learning is high then…

16. Knowing a Little More About Adults… What can we do to improve our courses and training? What can we do to improve our courses and training?

17. What if a Conflict Develops? What actions should we avoid doing?…prevent throwing gas on the fire What actions should we avoid doing?…prevent throwing gas on the fire What are tricks to neutralizing the conflict? What are tricks to neutralizing the conflict?

18. Conflict Management Errors Insensitive language Insensitive language Raised voice Raised voice Demeaning terms Demeaning terms Dictating Answers Dictating Answers Challenging others Challenging others Blaming remarks Blaming remarks DO NOT INVITE MORE CONFLICT WITH YOUR ACTIONS

19. Recognizing and Solving Conflict Recognize your own emotional reactions, both verbal and non-verbal Recognize your own emotional reactions, both verbal and non-verbal Substitute your negative behavior with more neutral behaviors Substitute your negative behavior with more neutral behaviors Separate the person from the problem Separate the person from the problem Focus on the facts, respect the person Focus on the facts, respect the person Look for points of similarity Look for points of similarity

20. Conflict Management Pros Allow others to dispel their negative emotion, do not stunt them Allow others to dispel their negative emotion, do not stunt them Make eye contact, nod, ask clarifying questions Make eye contact, nod, ask clarifying questions Restate their position to show you have listened and understand Restate their position to show you have listened and understand Ask guided questions Ask guided questions Ask open-ended questions Ask open-ended questions

21. Conclusion End everything with a show of appreciation End everything with a show of appreciation Appreciate the resolution Appreciate the resolution