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(Unit 6) Topic 9: Exploring Adult Learning

3 Clock Hours of Early Childhood Education

Golden Rules

​Topic 9 Page 13

Each trainer has a different style, priorities, tendencies, and ideas when it comes to teaching adults. You will undoubtedly hear about various go-to rules that different trainers swear by. There are no wrongs and rights for these types of things but it is important to consider some basic things when teaching adult learners.

Teach the why
​​Adult learners typically latch on to information if they know the “why” behind the “what.” Providing the background information gives a new concept relevance and makes the topic applicable. Most adults have little desire to learn something if it is not useful to them in some way. There are many ways to provide the “why” and you can make adjustments on the go as well. 

​​Which one would ultimately be more effective? Right, the second one, because it explains why it is so critical to do everything we can to prevent the spread of infectious diseases. There are multiple means of getting the information across and these may include group discussions, videos, skits, pamphlets, etc.  

​Make it active
​Adults like to learn by participating in hands-on activities the same way children do. Break up the monotony of training with some type of activity that adults will enjoy and learn something from.​  

​Combining an active component (whether in person or online) gives gravity to the concept being taught and also gets active learners engaged. Sure, there will be some who prefer not to participate, but their observation of the activity may be enough to get their minds working about the information being presented.   

​Encourage Independence
​​There is something to be said for group or partner learning but most adults like having the opportunity to be independent when learning and to have opportunities to explore concepts. Adults crave respect in the classroom and do not appreciate when things are spoon fed to them. Cultivate an atmosphere where independent exploration is valued and encouraged. You can do this with a scavenger hunt, available reference materials, presentations, or other creative pursuits where participants have autonomy and can guide their own learning.

​Be Realistic​
​Assignments, tasks, and participation must be realistically obtained. Often it is a massive challenge for participants to get training completed annually. Creating a training course that requires extensive assignments and other unrealistic expectations is almost always going to backfire. Components that meet objectives in a simple and straightforward manner are always best when teaching adults. This does not mean that you are lowering the level of content or “dumbing it down” by any means, but instead you are realizing that adults can articulate their learning in more direct ways.

(Unit 6) Topic 9: Exploring Adult Learning​​​ * Navigation Menu