Step 3: Adult-Centered Implementation
Adult-Centered Teaching-Learning Process - Draw on the Learner's Experience
Because adult learners are older, they have a great deal of experience – whether from work, from family responsibilities, or from previous education. In order to make learning relevant while also engaging the learner as an adult, it can be helpful to connect the learning as much as possible to this existing knowledge and experience base (Lieb, 1991; Imel, 1998). Similar in many ways to the idea of making the training relevant to future work responsibilities, drawing on experience means that instruction will focus on the actual experiences and problems of the learners, and require that the individual reflect on how the new lessons have a direct relevance to their lives. Drawing on experience also requires integrating different academic skills and using different skills together in ways that are meaningful to the student. (Keeton et al, 2002).
Tips for Drawing on Adult Learners’ Experience
- Use an icebreaker at the beginning of the session. Not only will it allow students to get to know each other, it will allow you to learn more about your students’ backgrounds and/or experiences.
- Maintain your role as a facilitator; avoid preaching, lecturing, or injecting your own thinking.
- Do not top off discussions and reports with your own opinions.
- Let students share their knowledge and feel a sense of accomplishment through their own contributions.
- Use techniques such as problem-solving activities, group-centered discussions, roleplaying, and critical-incident processes (e.g., analyzing what works and what does not work).
- Use case studies. Have students break into teams and create a case study for another team to solve. This exercise allows students to:
- Share knowledge;
- Gain a sense of ownership of the learning situation;
- Network among their peers; and
- Face real-life situations.
- Avoid questions that require a simple yes or no answer. Use open-ended questions to draw out relevant student knowledge and experience.
- Maintain an environment that is relaxed and cheerful. Periodically reward students for trying and succeeding, and for taking risks that do not work out. (National Highway Institute, 2000).