Adult Learning

Principles
Learning
Retention
= 20%
= 10% = 30%

© ACS
 + = 50%

+ Do = 90%
Say = 70%
© ACS
 Adult Learning
Principles
Definitions
Andragogy- the art and science of helping adults learn.

Pedagogy- the art and science of helping children learn.

Adult Learner- a person more than 18 years old who

seeks new skills or information and who exhibits self-
direction and autonomy.

Self-direction- the opportunity for a person to determine

the ways in which she will learn.
Autonomy- achieving the state of self-directed learning
and independence.
The Learner Continuum

Adult ChildLearner:

Learner-Centered Teacher-CenteredTeaching:
 ?Who are your learners
Demographic/genera
tion
Learning styles
Learning preferences
Personality types
How can you be an effective
?teacher
When planning for instruction, did
you consider:
 Motivation
 Reinforcement
 Retention
 Transference
 (Lieb, 1991)
Four Aspects of Learning
1. Motivation
Why do learners want to learn?
What are the barriers?
Is the level of difficulty
appropriate?
2. Reinforcement
1. Feedback – positive and negative
 Four Aspects of Learning
1. Retention
1. Encourage practice and
application
2. Explain relevance and purpose of
information

2. Transference
1. Positive and Negative (both are
good!)
2. Association and similarity
improve transference
Characteristics of Adult
Learners
Characteristics of Adult
Learners
Learning Characteristics
1. Adults continuously grow and
learn.
2. Adult learning is often self-
initiated and aimed at an
immediate goal.
3. Adults learn and process
materials in a variety of ways.
4. People have preferences in
subject matter or skills.
5. Adults use only part of their
Characteristics of Adult
Learners

Experiential Characteristics
No adult is the same as any other adult because each
has a unique past and a unique perception of that past.

An adult’s self-concept is the product of past

experiences.

Through experiences and past decisions, adults narrow

the possibilities open to them in the future.
 Learners

Physical Characteristics
3.The adult body enters a catabolic (breaking
down) process.

5.Adults have habits.

Characteristics of Adult
Learners

Role and Relationship Characteristics

3. Adults belong to many groups and play many roles
during a single day and during a lifetime.

5. The motivational needs of adults change in

different roles with different developmental tasks.
These needs affect relationships.

7. Adults have relationship preferences that influence

their sense of self and affect decisions and actions.
 change
Learning is functionally defined as
a change in behavior.
Change in knowledge is the most
common result of adult learning.
Acquiring new information and
knowledge is part of everyday adult
life.
Some adults seek out learning
opportunities.
 Adults must want to .2
learn
Adults choose to become in
learning activities.
Some programs require
participation.
Learning efficiency and
achievement is correlated with
personal motivation.
Identify factors in adult
learning.
Develop a “felt need” for
participants.
 :Notes
Adults are free to choose to become in
learning activities.
Some programs require participation.
Potential for learning diminishes
Learning efficiency and achievement is
directly correlated with personal
motivation.
Lack of internal motivation
Inservice programs, update training
workshops
Be prepared to identify factors in adult
learning
 3. Adults learn by
doing
Adults learn best through
direct participation.
Plan programs that begin
at the “entry level.”
Significant barriers to
learning:
Low self-esteem
Unconfident in own abilities
Fear of ridicule or failure
Organize activities that
:Notes
Adults learn best through direct participation
in the learning process.
Adult educators must plan programs that
begin at the “entry level” then increase
opportunities for adults to become engaged in
learning.
Significant barriers to learning:
Low self-esteem
Unconfident in own abilities
Fear of ridicule or failure
Organize activities that ensure success.
 4. Focus on realistic
problems
Knowledge and skills with
immediate application.
Adults do not have time or
patience to learn irrelevant
information.
Use the inductive approach to
learning.
Use realistic situations
Identify and define problem
Propose alternative solutions
Develop conclusions
Focus on knowledge and skills that have
immediate application.
Most adults do not have time, patience, or
inclination to learn irrelevant information.
Eliminate: “What does this have to do with me?”
Use the inductive approach to learning.
Educators use realistic situations
 Case studies, role play, demonstrations, etc.

Identify and define problem

Propose alternative solutions
Conclusions involve a general principle or concept
 5. Experience affects learning
•Experience influences (+ or -) adult learning.
•Experience is a cumulative characteristic
•Varies widely among adult groups
•Participants’ sets of previous experiences
•May be broad or lacking in scope
•Adding new knowledge or skill is “life dependent”
•Recognize + and - affects.
•Unlearning and relearning is necessary in
today’s society.
Experience influences (+ or -) adult learning.
Experience is a cumulative characteristic
Varies widely among adult groups
Participants’ sets of previous experiences
Foundation may be broad and firm or lacking
in scope
Adding new knowledge or skill is “life
dependent”
Educators must recognize + and -
affects.
Positive experiences enhance quality of
learning

 Knowledge, Skills, and Experience Base
Your job may require you to fill in the blocks
of experience, knowledge, or skills for
6. Informal learning environments
•Rules inhibit adult learners.
•Full immersion in the educational
process.
•Most adults accept behavioral
guidelines.
•Refreshment breaks are a necessity.
•Scheduled breaks enhance the learning
process
•Allows for interaction among all
participants
•Promotes informal and relaxed
discussion
:Notes
Rigid adherence to rules inhibits adult
learners.
Empower adults to become fully immersed
in the educational process.
Most adults accept behavioral guidelines.
Acceptance depends on involvement
Adults should establish own operating rules
 Promotes self-directed learning
 Enables focus on positive aspects of learning

Refreshment breaks are a necessity.

Scheduled breaks enhance the learning process
Allows for interaction among all participants
Promotes informal and relaxed discussion
 7. Variety in teaching methods
•Adults learn through their
senses.
•Multiple senses promote
retention rates.
•Trade-off between efficiency
and effectiveness.
•Recognize this trade-off when
planning programs.
•Purpose of the program
•Objectives of the program
 :Notes
Adults learn through their senses.
Inclusion of all senses increases learning
effectiveness for adults
Incorporate activities that require sensory
stimulation
Multiple use of senses promotes
retention rates.
Trade-off between instructional
efficiency and instructional effectiveness
in adult education.
Maximize effectiveness: long-term retention
Maximize efficiency: transmission of
information
Educators must recognize this trade-off
 8. Guidance, not grades
•Adults are individualistic in
evaluating their achievements or
performance.
•Avoid application of rigid
performance standards except when
required by certification.
•Adults benefit from encouragement
of their capabilities as learners.
:Notes
Adults are individualistic in evaluating
their achievements or performance.
Do not enjoy being used as an example to
others
Fear humiliation or ridicule
Desire external affirmation of progress - peer
group
Avoid application of rigid, external
performance standards except when
required by certification.
Offer suggestions for improvement in
performance
 Use tactful non-threatening manner
 Incorporate self-evaluations among adult learners

Adults benefit from encouragement of

 Adult Learning Theory
Adults…
bring knowledge, skills, attitudes
bring experience
like to solve problems
like to apply what they learn to real situations
like to have choices
like to share in the setting learning objectives
have variety of learning styles/preferences
do best in an environment where they feel safe,
accepted, and respected
want and need feedback
need to have their abilities and achievements
honored
 Adult Learning
Principles
1. Adults are motivated to learn as they develop
needs
and interests generated by real life tasks or
problems.
2. Adult orientation to learning is life- or work-
centered.
3. Experience is the richest resource for adult
learning.
4. Adults have a deep need to be self-directing.
5. Individual differences among adult learners
increase
with age and experience.
 YOU
A caring person is the best hope
of people who have few resources
and
face overwhelming circumstances.

A caring person offers

possibilities provides resources,
and sustains hope.
 Caring for Adult
Learners

You care for learners when you

are warm, supportive, and

encouraging

take the learner’s concerns,

anxieties,
and aspirations seriously
?What is a Good Teacher
A good teacher is someone who:

Creates Connections

May Not Know Everything

We Remember
 Teachers Connect

Teachers create connections

between themselves and the

learners

between learners and the

material
 It’s NotHow Much You
Know
The most important
elements in teaching are
not
content expertise and
technical skill.
Instructor
preparation is
essential to
success!
 The Teachers We
…Remember Most
The teachers we remember most are
those who invested themselves in
their teaching, who enjoyed what
they were doing, and who
communicated that excitement about
the learning to us.

are the Teachers Who Cared

THANK YOU