The Six Adult Learning Principles

IV. Adults are relevancy oriented: Adults usually have a vast experience in the classroom. Consequently, this sort of students are more interested in learning what they regard as relevant. Not what the school, regards as relevant. Hence, the need for teachers to understand the needs of these students, and to be able to craft meaningful learning activities. As soon as adult learners discover the activities they are doing provide new skills they can use, they will feel motivated. We must help them to build on their previous knowledge, irrespective of their level. Asking students what they expect to learn from the activity can aid us identify what they need to learn. Not to mention that we can adjust the activity to their needs too.  What is more, we should also give students options and challenges to complete the problems. Especially if they are in line with their leaning objectives that is. Finally, we may also be interested in allowing some room for improvement. Given that adult students often look for additional skills for their work.

V. Adults are practical: This last principle is somehow related to the previous one. Teachers should make students work on a relatable projects as soon as possible.  There must be a need for us educators to present new concepts and theories. Be that as it may, students will feel more motivated already, knowing the objective of their project has more real-world application. In other words, we should focus on less text-books and more hands-on activities. Hence, we should demonstrate the importance of concept/theory. For instance, we could teach students the general structures of dynamics behind a butt-joint. However, the aforesaid would not be as effective. On the other hand, teaching them where a butt-joint could be used seems more effective. Getting students get do something is indeed more practical than teaching only theory. This must of course be reinforced with constant practice so as to improve not only competence, but also confidence.

VI. Adult learners like to be respected: Hence, we should encourage our adult students to express their ideas openly. To say nothing of the fact that we should also elicit their feedback and use it to enhance learning experiences. What is more, treating them as equals is also crucial. Ergo, she should let them know how important their life experiences are to the class and peers.

In review, I would say that we should never dismiss our students' life experiences and treat them in an egalitarian manner. Not to mention that we should also base most of our class activities on their learning styles and abilities. That way, they will feel more confident about their learning and advance further.

This time around, it has not been that long since I last wrote a post. Be that as it may, I wanted to elaborate more on my previews topic . Hence, the reason why I decided to talk about going back to college as an adult. In the following post, I am mainly gonna tackle some of the principles of adult learning. Take into account that these are just a few of the countless approaches that can be considered when teaching adults.

There are actually six main principles that I looked into for teaching adults. Therefore, I will split them in groups of three to make them easier to understand:

I. Adults are intrinsically motivated and self directed: In other words, they do not need constant supervision and assistance from their teachers so as to succeed in the classroom. What educators could do after considering this principle is to do as follows: Try to establish a friendly relationship with your students and treat them as equals. Listen to their queries and suggestions and take into account their leaning style and interests when designing activities for them. This way, students will feel more engaged in the subject matter. Not to mention that they will expand their knowledge through self-study and research. As a result, they will not need your assistance as often during class activities.

 

II. Adults bring life experience and knowledge to the table when learning a new discipline:

Educators should certainly think about the amount of knowledge their students have acquired over a lifetime. Not only should it be used by teachers for class activities, but it also should be used to make students teach each other so to speak. They can exchange information among each other and grow together. Moreover, educators should consider that adults are problem-solving individuals. Meaning the they usually know how to solve most of the problems they have encountered before. Thus, then need for teachers to learn more about their students' life, professional and personal experience. This way, group discussions can be held in which students share their solutions to specific problems. To say nothing of the fact that reflecting teaching techniques and analytical thinking. The aforementioned  can help students gain constant feedback and discover or even question former stereotypes and unconscious biases they might have developed.

III. Adults are goal oriented:

Educators should consider adults' ability to analyze possible scenarios to accomplish goals. Thus, as educators, we should stimulate this skill by involving students in activities that encourage them to use their problem solving tendencies. Especially, those in tune with students' professional goals and future desires. Furthermore, teachers should take into account the fact that "case studies" prove quite effective in goal-oriented settings. Nevertheless, finding the most suitable case study is crucial as well. Lastly, asking students questions that trigger reflection, inquiries, and ongoing research.