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How Teaching Adults Impacts your Instruction
Stan Skrabut@skrabut#UWCEShttp://www.slideshare.net/skrabut
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More and more adults are participating in adult education.
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You are an adult educator
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You are noticing that it can be a challenge to work with adults.
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You want to implement better adult learning strategies.
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Let me show why adults can be challenging and some strategies to help.
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Adults have a number of
characteristics that may affect adult
learning.
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Adults are typically classified in 3 groups: young adults, working-age adults, and older adults.
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Young adults are 18-24 years old and are mostly in college; they make up 13% of population.
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Working-age adults range from 25-64 years of age and make up 70% of population.
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Older adults are 65 years and older, and make up 17% of population. (U.S. Census Bureau, 2010)
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Knowles (1980) defines an adult as someone who behaves as an adult, and who perceives themselves as adults.
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As adults age, hearing begins to fade.
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“Hearing difficulties affects more than 25 percent of adults over the age of 65” (Wlodkowski, 2008).
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Older adults may have trouble translating what is being said or understanding rapid speech. (Wlodkowski, 2008).
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Some adult may have problems hearing certain frequency ranges. (Wlodkowski, 2008).
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While reading skills may not diminish, changes in sight can affect learning.
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Changes in sight can be corrected with glasses and proper lighting. (Wlodkowski, 2008).
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Older adults may have problems processing information visually and may need more time. (Wlodkowski, 2008).
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For visual presentations, ensure the font size is large enough for easy viewing.
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Contrary to popular belief, memory only diminishes slightly over time.
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Because of issues with sight and hearing, older adults may have problems with sensory memory (Rothwell, 2008).
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Long-term memory does not appear to be affected by aging. (Rothwell, 2008)
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Older adults may have problems with short-term memory and may need more time to learn. (Rothwell, 2008)
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Research has shown that adults are able to continue to learn even into old age.
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“When information is learned well, and new material is integrated with prior knowledge, older adults remember and
use this information into old age” (Wlodkowski, 2008).
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“Adults can learn!” ~ Knowles
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As the field of adult education
developed, some assumptions about
adult learners formed.
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Malcolm Knowles has outlined four crucial assumptions in The Modern Practice of Adult Education.
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Adult learners tend to be more self-directed. They do not wish to stay dependent on others.
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Adults gain experience throughout life and in turn become a resource. They want to build on their experiences.
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Adult learners want to gain experience to solve real-life tasks.
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Adult learners need to understand why a topic is important before learning it.
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Adults are oriented to learning if they believe it will help them in life situations.
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William Rothwell outlines six reasons why adults are motivated to learn.
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Some adult learners learn in order maintain skills in the workplace.
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Adult learners pursue training in order to advance their careers.
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Many adults learn in order to develop skills to help others.
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Some adults learn as a means of escape or adventure.
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Many adults learn for the sake of learning.
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Some adults are interested in making social connects.
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Based on what is known about adult learners, there are some strategies for
improving instruction.
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Strategies from Patricia Cross in Adults as Learners make up the core strategies to keep in mind.
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Present information in meaningful and relevant ways. (Wlodkowski, 2008). Make learning as specific as possible.
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Use aids like checklists and mnemonics to help organize information (Wlodkowski, 2008).
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Present material on a pace to help with learning (Wlodkowski, 2008). Older adults want to learn it the right way the first
time.
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Present one idea at a time. (Wlodkowski, 2008).
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Summarize material often, and summarize after each section (Wlodkowski, 2008).
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Encourage notetaking. (Wlodkowski, 2008).
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Connect new applications of information to important issues and problems. (Wlodkowski, 2008).
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Here are additional strategies to keep in
mind.
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Create successful learning situations, adult do not like to appear foolish or incompetent. (Rothwell, 2008).
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Ensure the learning environment is conducive to learning. (Knowles, 1980)
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Involve learners in the planning process. (Knowles, 1980)
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Incorporate experiential activities so learners can practice what is being presented. (Knowles, 1980)
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Scaffold learning objectives so that one lesson builds upon a previous lesson. (Knowles, 1980)
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When you group learners, it is sometimes better to have homogeneous groupings. (Knowles, 1980)
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Focus on problems to solve rather than subjects to teach. (Knowles, 1980)
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References