Effective Adult Learning Presentation for the ERWC Task force Kathleen D. Rowlands

Difficulties for Adult Learners Adults face specific difficulties when learning. These include the following: 1.Their knowledge may not be systematic; 2.They have little time; 3.Their awareness may be slow and they may be afraid of learning theory; 4.Their listening and observation skills may be weak;

Difficulties for Adult Learners 5.They may be shy in group situations; 6.They may be highly conservative and often disregard the views of others; 7.They may lack self-confidence and want to avoid making mistakes; and 8.Their attitude toward learning is affected by their past experiences, positively or negatively.

Eight Adult Learning Principles 1.Adults like to learn in a self-conscious way. By contrast, children learn something as requested by adults, even if the subject is not interesting. Adults decide what they want to learn for themselves. 2.Adults learn best if the subject meets their needs.

Eight Adult Learning Principles 3.Adults learn best by doing. This idea is expressed in the proverb: “What I hear is what I forget; what I see is what I remember; what I do is what I understand”. 4.Adults learn through experiences. When learning, adults bring along their own experiences. It is therefore necessary to respect and incorporate their experiences in the learning process. 5.Adults bring their own opinions to the learning environment. Those opinions affect their learning and awareness.

Eight Adult Learning Principles 6.Adults learn best in a non-formal atmosphere where they can feel accepted and supported by the trainers and other trainees. 7.Adults learn by solving the problems relevant to their lives. Solutions must be based on their practical understanding and analysis drawing on in their experiences. 8.Adults can easily adapt to different teaching methods. They prefer not to receive grades.

In Summary… Adult learning is most effective when it is based on experiences, reflection, addressing immediate needs, self- responsibility, participation, feedback, empathy and takes place in a safe and comfortable environment.

TRANSLATING THEORY INTO PRACTICE

Effective Professional Learning It is interactive (shows AND tells!), using active learning strategies such as demonstration, practice, and feedback. It takes place over time (“one shots” are ineffective).

Effective Professional Learning Learning It is embedded throughout the school year. It is part of a school-wide program, integrated into existing instruction.

Effective Professional Learning It provides needed resources, particularly time to process and discuss new ideas, and allows teachers to explore how new ideas will work in their classrooms with their students! It is collaborative and supports teachers developing new knowledge and new skills.

Effective Professional Learning It should be seen by participants as purposeful, meaningful, useful, and doable. It has administrative support.

Experiential Learning Cycle