Transcript Adult Learning Principles

ADULT LEARNING PRINCIPLES
Adult learners are goal oriented
Are practical and problem-centered
• Provide overviews, summaries, examples
• Use stories to link theory to practice
• Discuss/plan for direct application of new information
• Use collaborative, authentic problem-solving activities
• Anticipate problems applying the new ideas to their
setting (trainer => offer suggestions)
• Less theory, more practice
What does this mean for the trainer?
Promote their positive self-esteem
• Provide low-risk activities in small group settings
• Build individual success incrementally
• Become more effective and confident through guided
practice and establishing routines
• Readiness to learn depends on motivation
Allow for choice and self-direction
• Ask what they know already about the topic
• Ask what they would like to know about the topic
• Compare desired behaviors (goals) & actual behaviors
• Allow for options so you can easily shift if needed
• The unknown Unknowns:
use learners perception of needs vs. research on
needs vs. organizational needs to guide your planning
Integrate existing knowledge
with new ideas
• Capitalize on what is already know from prior experience
• Create activities that use their experience and knowledge
• Listen and collect data about participant needs before,
during and after the event
• Adjust time and build in options for topics to fit their needs
• Suggest follow-up ideas and next steps for support and
implementation after the session
• Provide for the possible need to unlearn old habits or
confront inaccurate beliefs
Show respect for the learner
• Breaks, snacks, coffee, comfort
• Use everybody’s time effectively and efficiently
• Provide a quality, well organized, experience
• Avoid jargon and don't "talk down" to participants
• Validate and affirm their knowledge, contributions
and successes
• Request feedback on your work, assumptions, or ideas
• Provide input opportunities
• Choice of words (different cultural backgrounds)
Challenges in Adult Learning
• Lack of confidence in learning capacity
• Fear of looking weak in the group
• Want to avoid making mistakes
• Reduced speed of learning (but more “in depth”)
• More resistant to change
• Highly conservative
• Difficulty accepting views of others
• Wide inter-individual differences
Based on “The adult Learner”, by Malcom S. Knowles et al, 2005
THANK YOU!