III. Participant will demonstrate knowledge of adult learner characteristics

2. Adult Learners - Learning Principles

In addition to the adults learner characteristics described previously, there are adult learning principles to keep in mind when developing and implementing professional development activities

1. Participation breeds commitment
   Participation creates an opportunity for people to take part in their own learning experience. Adult learners need to be actively involved in the learning process. People learn more effectively when they are actively involved and allowed ample opportunity to learn by doing. People learn what they practice.
2. Everybody brings something to the table
   Adults have wide and various experience levels. Trainers need to provide opportunities to share those experiences and also build on past experiences. Remember cultural differences.
3. Adults need a supportive learning environment
   Participants need an environment where they feel safe and supported, where individual needs and uniqueness are honored, where abilities and life expectations are acknowledged and respected; an environment that fosters intellectual freedom and encourages experimentation and creativity; an environment where trainers treat participants as peers - accepted and respected as intelligent experienced adults whose opinions are listened to, honored, and appreciated.
4. Segmented learning
   People learn best when material is divided into parts and presented one step at a time in a logical sequence. The human brain needs time to assimilate one group of facts before accepting the next group.
5. Primacy/Recency
   Learners tend to remember what they hear or see first and last. Material in the middle must therefore be emphasized for retention.
6. Recall
   People gradually forget what they've learned. Frequently repeating, recalling, or reviewing material can significantly increase retention.
7. Association
   The mind seeks familiar patterns. When presented with new information, adult learners unconsciously ask, "How does this information relate to what I already know?" Activities and games set up expectations with familiar constructs that allow learners to bridge the gap between the known and the unknown. People learn better when they have common knowledge, experiences, or reference points to build on.