1. Adult Learning Principles

2. Notes:
Educating adults involves 8 basic principles that form the basis for the adult learning environment.

3. The Principles of Adult Learning*
Principles support the practices used in planning, conducting, and evaluating adult education activities.
To facilitate learning, adult educators must understand the adult learning process.
Principles provide guidelines for decision making.
CAVEAT: The one universal truth about principles of adult learning is that there are no universal truths.
* Birkenholz, R.A (1999). Effective Adult Learning. Danville, IL: Interstate Publishers, Inc.

4. Notes:
Principles support the practices used in planning, conducting, and evaluating adult education activities.
To facilitate learning, adult educators must understand the adult learning process.
Principles provide guidelines for decision making.
CAVEAT: The one universal truth about principles of adult learning is that there are no universal truths.

5. 1. Learning is change Learning is a change in behavior.
Change in knowledge or skill.
Acquiring new information and knowledge is part of everyday adult life.
Adults seek out learning opportunities.
Learning is an individual process.

6. Notes: Learning is functionally defined as a change in behavior.
Change in knowledge is the most common result of adult learning.
Acquiring new information and knowledge is part of everyday adult life.
Some adults seek out learning opportunities.
Learning is an individual process.

7. 2. Adults must want to learn
Adults choose to become in learning activities.
Some programs require participation.
Learning efficiency and achievement is correlated with personal motivation.
Identify factors in adult learning.
Develop a “felt need” for participants.

8. Notes: Adults are free to choose to become in learning activities.
Some programs require participation.
Potential for learning diminishes
Learning efficiency and achievement is directly correlated with personal motivation.
Lack of internal motivation
Inservice programs, update training workshops
Be prepared to identify factors in adult learning
Must develop a “felt need” for participants.

9. 3. Adults learn by doing
Adults learn best through direct participation.
Plan programs that begin at the “entry level.”
Significant barriers to learning:
Low self-esteem
Unconfident in own abilities
Fear of ridicule or failure
Organize activities that ensure success.

10. Notes:
Adults learn best through direct participation in the learning process.
Adult educators must plan programs that begin at the “entry level” then increase opportunities for adults to become engaged in learning.
Significant barriers to learning:
Low self-esteem
Unconfident in own abilities
Fear of ridicule or failure
Organize activities that ensure success.

11. 4. Focus on realistic problems
Knowledge and skills with immediate application.
Adults do not have time or patience to learn irrelevant information.
Use the inductive approach to learning.
Use realistic situations
Identify and define problem
Propose alternative solutions
Develop conclusions

12. Notes: Focus on knowledge and skills that have immediate application.
Most adults do not have time, patience, or inclination to learn irrelevant information.
Eliminate: “What does this have to do with me?”
Use the inductive approach to learning.
Educators use realistic situations
Case studies, role play, demonstrations, etc.
Identify and define problem
Propose alternative solutions
Conclusions involve a general principle or concept

13. Inductive versus Deductive
Ex. 2
General
Principle
Ex. 1
Ex. 3
Ex. 1
Ex. 3
General
Principle
Ex. 2

14. Notes:
Inductive strategy is more effective than the deductive approach with adult learners.
Use many examples that lead to solving the problem or increase knowledge, skills, and ability.
Information and knowledge are retained longer for adults using the inductive approach.

15. 5. Experience affects learning
Experience influences (+ or -) adult learning.
Experience is a cumulative characteristic
Varies widely among adult groups
Participants’ sets of previous experiences
May be broad or lacking in scope
Adding new knowledge or skill is “life dependent”
Recognize + and - affects.
Unlearning and relearning is necessary in today’s society.

16. Notes: Experience influences (+ or -) adult learning.
Experience is a cumulative characteristic
Varies widely among adult groups
Participants’ sets of previous experiences
Foundation may be broad and firm or lacking in scope
Adding new knowledge or skill is “life dependent”
Educators must recognize + and - affects.
Positive experiences enhance quality of learning
Negative experiences inhibit the effect of learning
Adults may need to unlearn and relearn in today’s society to be successful.

17. Foundation for Learning
Knowledge, Skills, and Experience Base

18. Notes:
Your job may require you to fill in the blocks of experience, knowledge, or skills for another adult.

19. Principles of Adult Education
6. Informal learning environments
March 4, 1999
Rules inhibit adult learners.
Full immersion in the educational process.
Most adults accept behavioral guidelines.
Refreshment breaks are a necessity.
Scheduled breaks enhance the learning process
Allows for interaction among all participants
Promotes informal and relaxed discussion
Dr. Gary J. Wingenbach, West Virginia University

20. Notes: Rigid adherence to rules inhibits adult learners.
Empower adults to become fully immersed in the educational process.
Most adults accept behavioral guidelines.
Acceptance depends on involvement
Adults should establish own operating rules
Promotes self-directed learning
Enables focus on positive aspects of learning
Refreshment breaks are a necessity.
Scheduled breaks enhance the learning process
Allows for interaction among all participants
Promotes informal and relaxed discussion

21. 7. Variety in teaching methods
Adults learn through their senses.
Multiple senses promote retention rates.
Trade-off between efficiency and effectiveness.
Recognize this trade-off when planning programs.
Purpose of the program
Objectives of the program

22. Notes: Adults learn through their senses.
Inclusion of all senses increases learning effectiveness for adults
Incorporate activities that require sensory stimulation
Multiple use of senses promotes retention rates.
Trade-off between instructional efficiency and instructional effectiveness in adult education.
Maximize effectiveness: long-term retention
Maximize efficiency: transmission of information
Educators must recognize this trade-off when planning programs.
Purpose of the program
Objectives of the program

23. 8. Guidance, not grades
Adults are individualistic in evaluating their achievements or performance.
Avoid application of rigid performance standards except when required by certification.
Adults benefit from encouragement of their capabilities as learners.

24. Principles of Adult Education
Notes:
Principles of Adult Education
March 4, 1999
Adults are individualistic in evaluating their achievements or performance.
Do not enjoy being used as an example to others
Fear humiliation or ridicule
Desire external affirmation of progress - peer group
Avoid application of rigid, external performance standards except when required by certification.
Offer suggestions for improvement in performance
Use tactful non-threatening manner
Incorporate self-evaluations among adult learners
Adults benefit from encouragement of their capabilities as learners.
Dr. Gary J. Wingenbach, West Virginia University