Principles of Adult Learning
Adults Prefer Learning Situations Which:
Are Practical and Problem-Centered, So...
- Give overviews, summaries, examples, and use stories
- Plan for direct application of the new information
- Include collaborative, problem-solving activities
- Anticipate problems, applying new ideas, and offer suggested uses
- CAUTION - Guard against becoming too theoretical
Promote Their Positive Self-Esteem, So...
- Take into consideration the diversity of culture, values, and attitude
- Provide low-risk activities in small group settings
- Plan for building success incrementally
- Help them become more effective and competent
- CAUTION - Readiness to learn depends on self-esteem
Integrate New Ideas with Existing Knowledge, So...
- Help them recall what they already know that relates to the new ideas
- Share your agenda, assumptions, and ask for input
- Ask what they know and what they would like to know about the topic
- Build in options within your plan so you can easily shift if needed
- Suggest follow-up ideas and next steps for after the session
- CAUTION - Match the degree of choice to their level of development
Show Respect for the Individual Learner, So...
- Provide for their needs through breaks, snacks, coffee, and comfort
- Provide a quality, well organized 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, ideas, and provide input opportunities
- CAUTION - Watch your choice of words to avoid negative perceptions
Capitalize on Their Experience, So...
- Don't ignore what they know, it is a resource for you
- Plan alternate activities so you can adjust to fit their experience level
- Create activities that use their experience and knowledge
- Listen before, during, and after the event
- CAUTION - Provide for the possibility of a need to unlearn old habits
Allow Choice and Self Direction, So...
- Build your plans around their needs, compare goals, and expectations
- Share your agenda and assumptions and ask for input
- Ask what they know about the topic
- Ask what they would like to know about the topic
- Build in options within your plan so you can easily shift if needed
- Suggest follow-up ideas and next steps for after the session
- CAUTION - Match the degree of choice to their level of development
Adapted from: Best Practice Resources, John Goodlad. Originally created by Alice Curtis, presented at PENT Summit 2003. Adapted here to ensure accessibility.
