The teaching of Adult “Learners” requires different techniques when compared to the process of teaching children for example.
Pedagogy is the term given to teacher-centered educating, where we assume or expect that the teacher is the expert determines both the content and the delivery process.
Such a process is essentially a one way communication from “expert” to student. The challenge with continuing this process with adults is that they have an in built tendency to challenge.
Adults often have preconceived notions regarding what the training should consist off, any deviation can provide even a negative experience.
It is typical to find that adults have previous knowledge of the subject matter, an effective instructor will capitalize on this by asking questions and by recognizing that you can draw on this knowledge.
Communication is essential to share course expectations, learning objectives, together with the expected learning outcomes for the course.
Professor Malcolm Knowles contributed to this understanding by establishing that:
a) Adults have a “need to know.” They must have a rationale for why they need to learn a body of content.
b) Adults come to the educational setting with more relevant experience.
c) Adults have a need to be involved in the decisions about their own learning.
d) Adults learn best when they see a direct relevance of the learning to their own lives.
e) Adults are better at learning content that is oriented towards solving problems.
f) Adults respond better to intrinsic motivation rather than extrinsic motivation.
Adults need to directly connect with the rationality of the training:
a) What is being taught?
b) How will it be learnt?
c) Why is it important?
So we may consider that the “Why” takes on a major significance and it “MUST” be addressed whereas. It may be demonstrated that if adults have an immediate need to know something, they are more motivated to learn it.
Adult’s benefit strongly when the subject matter is relevant interesting and practical. Instructors should use connected and focused learning activities, ask questions which generate a response and provide as many practical examples as possible.
When we consider the styles associated with adult learning we understand that adults primarily learn through at least one of three general learning styles: visual, auditory and kinesthetic.
Visual: Learners rely on pictures, graphs, diagrams and illustrations.
Auditory: Learners listen carefully to all sounds associated with the learning. (usually this group is more participative)
Tactile or kinesthetic: Learners need to physically do something to understand it.
Therefore optimized training will attempt to accommodate all learning styles.
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