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.