III. Participant will demonstrate knowledge of adult learner characteristics

4. Adult Learners - Implications for Trainers

Professional development staff and trainers need to be cognizant of the characteristics and attributes of the adult learner as they plan and carry out professional development activities. Below are some implications for trainers based on what we know about adult learner's orientation to learning, their cognitive abilities, as well as physiological and psychological factors

What we know about the adult learner's orientation to learning: implications for trainers

• Provide educational experiences based on job and/or life situations.
• Allow learners to set their own pace.
• Use experience as a resource for learning. Get their information involved.
• Integrate theory with practice.
• Provide learners with continuous evaluation and feedback.
• Use a problem-centered rather than a subject-centered approach to learning.
• Provide quality instruction -- provide a variety of activities that meets the needs of the participants.
• Acknowledge participation.
• Provide continual feedback regarding progress.
• Set clear and understandable standards of mastery and excellence.
• Avoid inter-learner competition.
• Provide formative evaluation.

What we know about the adult learner's cognitive abilities: implications for trainers

• Build upon the adult's strength in the areas of stored knowledge and vocabulary.
• Relate new or difficult concepts to the existing experiential base. Tie to things they already know.
• Eliminate unnecessary anxieties, such as timed tests and the emphasizing of mistakes.
• Employ a variety of teaching styles. Remember attention spans.

What we know about physiological factors: implications for trainers

• Prepare instructional material using maximum contrast (blue on white, black on white).
• Don't overuse color (avoid green and red -- color blindness).
• Speak slowly and distinctly and with sufficient volume.
• Use short rather than lengthy sentences.
• Arrange the learning environment so that learners can see each other's faces.
• Provide comfortable seats and a comfortable temperature setting (69 degrees).

What we know about psychological factors: implications for trainers

• Create a supportive, threat-free, and accepting learning environment. Make it easy to be right and make a mistake.
• Eliminate or minimize any negative conditions that surround the subject.
• Fear and anxiety -- have quizzes open book, use fellow participants.
• Frustration -- set realistic goals and activities.
• Humiliation -- provide equal opportunities to answer questions; give participants the option not to participate.
• Arrange opportunities for learners to interact in groups.
• Eliminate unnecessary time requirements.
• Capitalize on the adult learner's experience.
• Provide positive reinforcement.
• Create opportunities to engage in reflective thinking and writing.
• Treat adult learners with respect.