ADULT LEARNERS

Guidelines for Teaching Adults Learners

Adults prefer learning situations which:

1. Are practical and problem-centered:
a. Give previews, summaries and examples
b. Plan for direct application of the new information.
c. Design cooperative and problem-solving activities.
d. Anticipate problems that might occur when applying new ideas.
e. Give practical uses for new information.

 Don’t be too theoretical.

2. Promote their positive self-esteem:
a. Provide comfortable activities in small group settings.
b. Give learners the skills they need to be successful step-by-step.
c. Help them become more efficient and competent.
d. Praise them and provide specific feedback on their work.

3. Integrate new ideas with existing knowledge:
a. Help them review what they already know that is connected to the new idea.
b. Help them see how the new information is connected with them and their lives.
c. Plan ways they can share their experiences with each other.

4. Show respect for the individual learner:
a. Use activities that will make them physically comfortable – breaks, snacks, etc.
b. Provide a quality, well-planned experience that uses time effectively.
c. Avoid using unnecessary technical vocabulary and don’t treat learners as if they were less capable or intelligent than you.
d. Recognize and identify their knowledge, contributions and successes.
e. Ask for feedback on your teaching or ideas.
f. Provide opportunities for learners to express opinions or make decisions about class structures and activities.

5. Take advantage of their experience:
a. Don’t ignore what they know; it’s a resource for you.
b. Plan flexible activities so that you can adapt them to fit learners’ experience level.
c. Create activities that use their experience and knowledge.
d. Listen to learners’ comments before, after and during an activity or class.

 Learners might need to unlearn old habits or ideas.

6. Allow choice and learner control:
a. Build your plans around their learners’ needs.
b. Compare your goals with what actually happens in the classroom.
c. Share your plans and ask for feedback on them.
d. Ask what they know about the topic – and what they would like to know.
e. Include alternatives in your plan so that you can easily change if needed.
f. Suggest follow-up and next steps for after the session.

 Match the level of choice to their level of development.

thanks bro