Step 3: Adult-Centered Implementation
Adult-Centered Teaching-Learning Process - Engage the Learner as an Adult
An important thing to remember as you begin to implement your program is that the people you are training are not children – they are adults. In most aspects of their lives, they are used to making decisions, planning their day, and deciding what is important and what is not. Adults will therefore appreciate some freedom in a training program to direct themselves and to be involved in the learning process (Lieb, 1991). The learning or training program needs to recognize them as adults and give them a role to play in the planning and direction of the program.
Researchers have suggested a number of ways to engage the learner as an adult:
- Collaborate on the setting of clear goals for the program. Adults need to know what they will be doing and what they can hope to achieve. For that reason, it is important to convey the purpose and objectives of the training at the start of the program. If possible, involve the learners in the setting of these goals and enlist their help throughout the program as you refine and update the goals and plans for the training. (See also Tips for Making Benefits Clear in box below).
- Establish adult-to-adult rapport. Rather than establishing a clear hierarchy of power, with the instructor as the one in charge, address the learners as equals, be accessible to them, and share authority. Create an environment of mutual respect. Also, rather than addressing a class who are all facing the front of the room, use more informal arrangements such as circles or other arrangements that allow the participants to see each other.
- Create a participatory environment. Just as you encouraged collaboration during the planning and setting of goals, try also to encourage collaboration during all parts of the learning process. This helps the participants assume responsibility for their own learning. Where possible, let them serve as instructional resources and solicit their feedback and suggestions on a regular basis. It can be helpful to offer different options for assignments, so that learners can choose the methods and materials that are best suited to their interests and learning styles.
- Encourage self-direction. Adult learning should encourage adults to become more self-directed. This is going beyond mere collaboration by giving adults the authority to set their own individual goals for learning and planning strategies for achieving their goals. Not every training situation is conducive to self-direction, and some adults may be better able to handle this than others. But those who are able to be more self-directed are more empowered to direct other parts of their lives as well, rather than seeing themselves as only reacting to situations that are outside of their control (Lieb, 1991; Keeton et al, 2002; Imel, 1988; Imel, 1998, Brookfield, 1986) (see also Tips for Encouraging Self-Direction, in box below).
Tips for Making the Benefits Clear to the Learner
Compare the relationship between the goals of the training session and the goals of the students and the sponsoring agency/organization.
Provide students with a clear understanding of the learning objectives.
Inform students how learning will translate into success in their daily lives or work.
At the beginning of the session, ask students, “What do you want to get out of this course?” List their responses on a flip chart and post them on the wall. Revisit the list throughout the training, and again at the end of the class. Check off each expectation that they have met.
Provide students with self-evaluation techniques such as simulation exercises, observing role models of superior performance, group teachback (i.e., peer learning), and role-play.
As you set up group activities, consider the following techniques:
Provide students with two, three, or even four activities and let students choose among them. This gives students an opportunity to select an activity that produces the best results.
Relate the course material to the students’ personal and professional life experiences. Ask “how” questions such as “How will you use this at work?” or “How do you see this helping you in your job?”
As an end-of-the-course summary, ask students, “What actions are you going to take next?” “What did you learn?” “How are you going to put your learning into practice?” (National Highway Institute, 2000)
Tips for Encouraging Self-Direction
Develop training materials that allow creativity and learning reinforcement.
When introducing a new topic, ask students to list five things they know about the topic and five things they want to learn.
Avoid demonstrating solutions; instead, stress student participation in problem solving.
Ask students to write on the inside of the title page of their training manuals “action ideas” they want to remember after the training is over.
Make the classroom experience match real-world conditions by using role-playing, simulations, case studies, field trips, and discussions with peers.
Regardless of media, straightforward how-to is the preferred content orientation when beginning a learning project.
Provide more time for learning new psychomotor tasks. Adults tend to compensate for needing more time by being more accurate and making fewer trial-and-error ventures. (National Highway Institute, 2000)