by Jaimela King

Created on: May 13, 2007   Last Updated: May 17, 2007

As an adult educator, I have learned that in order to effectively facilitate adult learning, it is important to understand some of the motivations and characteristics of the adult learner. While there are many theories and perspectives about teaching adults as opposed to the younger learners, there are some key areas to consider.

1) Self direction. The adult learners want to be free to charter their own courses and provide their perspectives on topics that reflect their interests.

As a teacher of adults, I try to involve participants in the learning process, get their input on the topics to be covered and the direction the learning will take. This allows them to take responsibility for their learning. I would rather use the term facilitate than teach. As a facilitator your role is to guide the adult learner and assist them to achieve their learning goals, rather than tell them what they should or must do. Through small group activities, adults are empowered to take charge of their own learning, use and build on their leadership skills and develop other skills like team work. Here they are involved in discussions, activities and presentations and in so doing learn from each other.

2) Relevance to the Adult learner. For adults, learning has to be relevant to their work, goals, life and personal development. It has to be related to their perceived needs and provide solutions that are practical. In other words, the learning must make sense. A facilitator will have clear objectives to present to the participants that would outline the desired outcome - what the participants are expected to learn or take away from the workshop.

3) Life experiences -Adults bring to the learning situation knowledge and experiences accumulated from their work , education and life. These experiences are brought to the learning situation. It is important to draw on these experiences giving practicality and reality to the concepts/issues that are being
discussed. Adult learners should be asked to relate the topic to their own life experiences and provide solutions based on their life experiences. Above all, they must be encouraged to share and participate.

4) Goal oriented. Adult learners know what they want to achieve from a learning experience and require clear direction on achieving these their goals. Participants may register for the workshop expecting to acquire the relevant knowledge to help them achieve their goal of retirement in a few years or career advancement in a predefined direction. It would be my responsibility to present a program that is organized and clearly presented that would help participants understand how the workshop would help them achieve their goals. A well designed lesson plan and course outline would be an essential tool.

5) Practical application. Adult learners focus on those portions of a learning activity that most relevant to the learner's particular circumstance. Other information that isn't considered relevant is of little interest and value to the learner. In facilitating a workshop, participants will be provided with opportunities for practical applications and will be shown how the content can be applied to their job or personal life. Participants will also be encouraged to share, apply and construct examples of its application to their individual situation.

In facilitating a workshop for adults, it is very important to show respect. Acknowledging the many and varied experiences that these participants bring to the workshop, respecting diversity, understanding different learning styles and utilizing different presentation methods, and creating a positive and successful learning environment.

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