Bridges to Success - Understanding Adult Learners

As mentors work closely with their early career special educator (ECSPED) it is important that they understand the needs of adult learners. By understanding adult learners mentors will enhance their relationship with their ECSPED as well as be able to better assist them as they implement new knowledge and skills.

Needs of Adult Learners

Professional development and adult learning literature has identified the needs of adult learners (Bransford, J.D., Donovan, S., & Pellegrino, J.W., 2000; Knowles, 1998; Merriam & Caffarella, 1991; Padgett-Thompson, 1993; Piazza Templeman & Peters, 1998; Wolfe, 1993). Below are 10 frequently cited adult learner needs. See the Resources section for websites that contain additional information on adult learner characteristics and needs.

Adults need meaningful, relevant information. - Instruction should be planned in response to assessed needs. Adults are motivated to learn by changes or needs in their personal or work situations. Relevant training should provide solutions to problems encountered in these situations. Adults need to know the "why" of the instruction and how it makes sense in their everyday work world.
Adults need to know what is expected of them. - Adult learners need to hear what is expected of them. The expectations (such as learning objectives) need to be clear and stated at the beginning of the gathering. Adults need to be provided not only the "why" of the session but also how they will be involved in the learning tasks.
Adults need activities/opportunities to assist them to associate new learning with past experiences. - Adult learners bring all previous life experiences (both personal and professional) to the training situation. Learning takes place best when it is tied to and built upon past experiences. Adults learn better when they have common knowledge, experiences, or reference points to build on.
Adults need to feel that their experiences are respected. - Adult learners need to feel accepted and respected; that their opinions and experiences are listened to, honored and valued. Adults need to feel that their experiences are significant and relevant to their work.
Adults need to receive information in a variety of ways. - Adults learn in a variety of ways. There is no one right method for teaching all adults. Learning is enhanced when it appeals to multiple senses and includes sight (visual), hearing (auditory) and kinesthetic (tactile) approaches.
Adults need to be actively involved in the learning process. - Adults learn more effectively when they are actively involved and allowed ample opportunity to learn by doing. Participation creates an opportunity for adults to take part in their own learning experience. Adults learn what they practice.
Adults need to feel a sense of self direction. - Learning is enhanced when adults have some control or influence over the direction and focus of learning. This self-guided learning captures interest and encourages participant responsibility in the process.
Adults need freedom from anxiety. - Adults learn best when they are psychologically and physically relaxed. Feeling defensive or anxious can block learning. Adult learners need an environment where they feel safe and supported, where individual needs and uniqueness are honored, where abilities and life expectations are acknowledged and respected; an environment that fosters intellectual freedom and encourages experimentation and creativity.
Adults need feedback about their performance. - Adults need assistance to assess their learning. Immediate and relevant feedback reinforces new learning and redirects them when they stray off course. Adults need positive statements as well as specific suggestions for improvement.
Adults need opportunities for immediate application of new knowledge and skills. - Adults need to use what they learn soon after they learn it. Immediate use allows them to transfer the knowledge or skills to new situations and reinforces the new information. With immediate use, it becomes easy for the adult learner to establish a connection between a specific learning activity and the use of a new knowledge. Immediacy reinforces and "locks in" new information.

Implications for Mentors

When working with their ECSPED, mentors should:

Provide educational experiences based on the ECSPED's job and/or life situations.
Allow the ECSPED to set their own learning pace.
Use the ECSPED's experience as a resource for learning.
Integrate theory with practice.
Provide the ECSPED with continuous feedback. Offer positive reinforcement as well as specific, constructive feedback.
Utilize a problem-centered rather than a subject-centered approach to learning.
Build/capitalize on the ECSPED's strengths.
Relate new or difficult concepts to the ECSPED's experiential base. Tie the new information to things they already know.
Eliminate unnecessary anxieties.
Employ a variety of teaching styles.
Create a supportive, threat-free, and accepting learning environment. Make it easy to be right and make a mistake.
Treat the ECSPED with respect. Value their opinions even if you may not agree with what they say.
Fashion opportunities for the ECSPED to engage in reflective thinking and writing activities.

Adult Learning Resources and Links

References

Bransford, J.D., Donovan, S., & Pellegrino, J.W., (2000). How People Learn: Brain, Mind, Experience, and School: Expanded Edition. National Academy Press.

Knowles, M. (1998). The Adult Learner: The Definitive Classic in Adult Education and Human Resource Development (5th edition). Houston, TX: Gulf Publishing.

Merriam, S.B. & Caffarella, R.S. (1991). Learning in Adulthood. Jossey-Bass, Inc.: San Francisco.

Padgett-Thompson/American Management Association. (1993). How to Train Adults. American Management Association International. Overland, KS.

Piazza Templeman, T., Peters, J. (Eds.) (1998). Delivering Quality Staff Development: A Handbook for Trainers. Teaching Research. Monmouth, OR.

Wolfe, B. (1993). In-service best practices: research on what works and what does not. Eau Claire, WI.