CHARACTERISTICS OF ADULT LEARNERS AND IMPLICATION FOR TEACHING
S. Joseph Levine, Ph.D.
Probably the single most important concern for the teacher of technical information to adult learners is a thorough understanding of the learner. Through such an understanding it is possible to direct your teaching to the specific needs and interest of the adult.
Characteristic #1
The adult learner is primarily independent/self-directed in what he/she learns.
Implications for Teaching:
Try not to treat the adult like a child. Introduce yourself to the group and have them introduce themselves. Use name tags and try to call the adults by name. Make sure you allow ample time for discussion. Don’t assume that you’re the only one with the answer – try having the adults in the group also provide answers to each other. Handouts and materials that you provide during your teaching can help the adults learn on their own after your session is over. When the adult is learning on his own he can use the speed or rate of learning that best fits his own learning style. Diffreent learners learn at different rates.
Characteristic #2
The adult learner has considerable experience to draw upon.
Implications for Teaching:
Provide opportunities for the adults to work together and share their ideas/experiences in small groups. Present some information and ask the adults what experience they have had in the past with the topic. Ask the adults to suggest solutions to problems/questions from the experiences they have had. Each learner’s experience is unique and different. Sometimes experience may be a barrier – bad experiences may make it more difficult to teach an adult. Try and understand the experiences of your learners.
Characteristic #3
The adult learner is most apt to be interested in topics that relate to the developmental stage of their life.
Implications for Teaching:
Don’t assume that young adults and older adults are interested in the same things. When you organize small groups for discussion try organizing them according to their stage in life – adults who are beginning their career in one group, those in mid-career in another group, and those who are well established in their career in another group. Provide opportunities for the learners to talk about why an idea/concept is or is not important to them. Try to hear from all the adults in the group – don’t just hear from a few of the more vocal ones.
Characteristic #4
The adult learner is most interested in information and ideas that solves problems that they are presently faced with.
Implications for Teaching:
Try to make your presentations problem-focused rather than just information- focused. Start your presentation by identifying the problems that you will be helping the learners solve. Provide opportunities for questions from the adults an urge them to describe their own specific situation and the problems they face. Try to focus your instruction on responding to the problems that they identify.
Characteristic #5
The adult learner is most interested in information that can be immediately applied.
Implications for Teaching:
Try to focus on ideas that the adults can put to use immediately after your teaching is finished. Ask the adults how they will be using, making application of , the ideas and information presented. If the adults are not able to provide examples of how they will be using the information, try to find out why. Are they no understanding your information? Is your information not applicable to them? Are they unsure of what application opportunities they have?
Characteristic #6
The adult learner is motivated from with him/herself.
Implications for Teaching:
Offering rewards for learning usually doesn’t work very well with the adult learner. You must appeal to the learner at an adult level. Try and find out what the adult places value on. Recognize and respect those things that the adult values. Let the adult know that you are concerned with those things that he/she values. And then, really be concerned!