Transcript Diapositiva 1 - Welcome to Digital Literacy in New York

Adult Learner
Characteristics
&
Teaching Implications
Adult Learners
Characteristics
Adult learner
characteristics
Principles of
adult learning
Adults want to take more
control over learning than
youth.
As adults are self-directed
in their lives, they transfer
this need for
independence to the
learning situation.
Teaching
implications
 ask for their preferences
 allow them to choose
Adults are autonomous
and self directed.
among different activities
 implement self-
assessment
Adult Learners
Characteristics
Adult learner
characteristics
Adults draw upon their
experiences as a resource
for learning.
Principles of
adult learning
Teaching
implications
 use their experiences as
Adults have accumulated a
foundation of experiences
and knowledge.
a resource for learning
 connect their previous
knowledge with their new
knowledge
Adult Learners
Characteristics
Adult learner
characteristics
Principles of
adult learning
Teaching
implications
 show them the objectives of
the course
Adults tend to be more
motivated than youth.
Adults are goal oriented.
Remember that they
choose to take your class.
They have clear objectives
for attending a course.
 invite
them to share their
objectives and make them
part of the plan
 maintain
their motivation
through varied and relevant
activities
Adult Learners
Characteristics
Adult learner
characteristics
Principles of
adult learning
 don’t spend too much time
Adults are pragmatic.
They want to put
what they learn
immediately into
practice.
Teaching
implications
with theory
 show
Adults are relevancy
oriented and practical.
the applicability of the
new knowledge
 try
to put the students’
needs first
 make
them use what you’ve
taught immediately
Adult Learners
Characteristics
Adult learner
characteristics
The learner role is
secondary for adults,
and they must fit their
learning into life’s
margins.
Since they have many
roles in life, being a
student is not their main
priority.
Principles of
adult learning
Teaching
implications
 establish a peer
Adults need to
be shown respect.
relationship with them
 give
all the students the
same opportunities
 be flexible
Adult Learners
Characteristics
Adult learner characteristics
Teaching implications
 use
Many adults lack confidence in their
learning because of negative past
experiences and “rusty” study skills.
confidence-building activities
 teach study skills
 use pairs and groups to reduce
anxiety
Adult Learners
Characteristics
Adult learner characteristics
Teaching implications
 explain the reasons underlying the
Adults are more resistant to change.
They are comfortable with what they
know and what works for them.
changes
 link
new ideas with previous ones
 introduce changes slowly, one by
one
Adult Learners
Characteristics
Adult learner characteristics
Adults must compensate for aging in
learning.
Though adults may have problems
related with age, such as sight or
mobility, they learn slowly but more
deeply.
Teaching implications
 check the learning
environment
 check your pace to give them time
to process the information
Adult Learners
Characteristics
Resistant Learners
•Think about an especially tough
resistor that you had to deal with
Teaching implications
 Associate with the resistor
 Reiterate class agenda and
•Be that person—”What are the
objectives
reasons I don’t want to be here?”
•Priorities: other things are
 Engage the resistor in discussion or
more important
activity
•Relevant: what’s in it for me
•Fear: of change, embarrassment  Switch to discussion or activity
•Boring: death by lecture
Why Adults Want To Learn
 To gain knowledge or a skill they
need
 To better manage changes in their
lives
 To increase or maintain a sense of
self-esteem
Adults learn best when:
• teaching is built upon their own
experiences
• they can apply what they have learned
immediately to their own lives
• there is a mixture of teaching
approaches
• the learning environment is friendly,
informal and comfortable
Effective teaching
• The best presentations are dynamic,
responsive and organic, not canned.
• Keep your class size small.
• Keep lectures to a minimum. Stop for
questions and answer. Follow up with a
learning activity.
• Draw on life experiences, your own as
well as theirs.
Care about your audience
• Make them feel welcomed and
comfortable.
• Be respectful.
• Make eye contact.
• Allow time for them to ask questions.
• Take time to break into small interactive
learning groups.
One Week
Before Your Training
Practice Your Session
Confirm All
Arrangements
Know Your Subject
Cold
Make A List
One Day
Before Your Training
Run through the
entire session,
practicing with
visuals
Get a good night’s
sleep
Test the equipment
Set up training room
Observe the room
mechanicals
One Hour
Before Your Training
Arrive One
Hour Before
Training
Move Around
Greet Your
Participants
Complete Last
Minute Setup
Organize Your
Training Space
Make Sure You
Are Comfortable
Make Sure
Your Notes Are
In Order
Check Your
Equipment
Prepare For
Emergencies
One Minute
Before Your Training
Take one more peek at
your opening line
Go for it!
Find a friendly face &
smile
Take a deep breath
Tell yourself how
terrific this is going to
be
A good teacher of adults
• Is people-centered, more interested in
people than things, more interested in
individuality than conformity, and more
interested in finding solutions than
following rules.
• Is understanding, flexible, patient,
humorous, practical, creative and
prepared.
• In other words…a Librarian.