Principles of Adult Learning
Adapted from John Goodlad
ADULTS PREFER LEARNING SITUATIONS WHICH:
1. ARE PRACTICAL AND PROBLEM-CENTERED, SO...
- Give overviews, summaries, examples, & use stories to
link theory to practice
- Discuss and help them plan for direct application of the
new information
- Use collaborative, authentic problem-solving activities
- Anticipate problems applying the new ideas to their setting
so, offer suggestions
- CAUTION- Guard against becoming too theoretical.
2. PROMOTE THEIR POSITIVE SELF ESTEEM, SO...
- Provide low-risk activities in small group settings
- Plan for building individual success incrementally
- Help them become more effective and confident through guided
practice and establishing routines.
- CAUTION- Readiness to learn depends on self-esteem
3. INTEGRATE NEW IDEAS WITH EXISTING KNOWLEDGE,
SO...
- Help them recall what they already know from prior experience
that relates to the topic of learning.
- Share your agenda and assumptions and ask for input. Adjust
time for topics to fit their needs.
- Use a continuum that describes a range of skill & knowledge.
Ask they to apply stickers or marks showing what their current
level of knowledge/skill is in the topic(s)
- Ask what they would like to know about the topic
- Build in options within your plan so you can easily shift
to address needs.
- Suggest follow up ideas and next steps for support and implementation
after the session
- CAUTION- Collect needs data and match the
degree of choice to their level of development
4. SHOW RESPECT FOR THE INDIVIDUAL LEARNER, SO...
- Provide for their physical needs through breaks, snacks,
coffee, comfort
- Provide a quality, well organized, differentiated experience
that uses time effectively and efficiently
- Avoid jargon and don't "talk down" to participants
- Validate and affirm their knowledge, contributions and successes
- Ask for feedback on your work or ideas, provide input opportunities
- CAUTION- Watch your choice of words to avoid
creating negative perceptions
5. CAPITALIZE ON THEIR EXPERIENCE, SO...
- Don't ignore what they already know, it's a resource for
you
- Plan alternate activities and choice so they can adjust
the process to fit their experience level
- Create activities that use their experience and knowledge
- Listen and collect data about participant needs before,
during and after the event
- CAUTION- Provide for the possibility of a
need to unlearn old habits or confront inaccurate beliefs
6. ALLOW CHOICE AND SELF-DIRECTION, SO...
- Build your plans around their needs, compare desired behaviors
(goals) & actual behaviors
- Share your agenda and assumptions and ask for input on them
- Ask what they know already about the topic (their perception)
- Ask what they would like to know about the topic
- Build in options within your plan so you can easily shift
if needed
- Allow time for planning their next steps.
- CAUTIONS- Match the degree of choice to their
level of development . Also, since there may be things they
don't know that they don't know, use a mix of their perception
of needs AND research on needs and organizational needs and
calendar to guide your planning.
