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Adult-Learning Principles

Malcolm Knowles was the first to theorize how adults learn. A pioneer in the field of adult learning, he described adult
learning as a process of self-directed inquiry. Six characteristics of adult learners were identified by Knowles (1970)
(see Table 1 ). He advocated creating a climate of mutual trust and clarification of mutual expectations with the
learner. In other words, a cooperative learning climate is fostered.
The reasons most adults enter any learning experience is to create change. This could encompass a change in (a)
their skills, (b) behavior, (c) knowledge level, or (d) even their attitudes about things (Adult Education Centre, 2005).
Compared to school-age children, the major differences in adult learners are in the degree of motivation, the amount
of previous experience, the level of engagement in the learning process, and how the learning is applied. Each adult
brings to the learning experience preconceived thoughts and feelings that will be influenced by each of these factors.
Assessing the level of these traits and the readiness to learn should be included each time a teaching experience is
being planned.
Adults learn best when convinced of the need for knowing the information. Often a life experience or situation
stimulates the motivation to learn (O'Brien, 2004). Meaningful learning can be intrinsically motivating. The key to
using adults' "natural" motivation to learn is tapping into their most teachable moments (Zemke & Zemke, 1995). For
example, a patient concerned about how stress urinary incontinence (SUI) is affecting her lifestyle might be motivated
to learn about Kegel exercises more so than her counterpart who is not experiencing SUI. Lieb (1991) described six
factors which serve as sources of motivation for adult learning (see Table 2 ). Health care providers involved in
educating adults need to convey a desire to connect with the learner. Providing a challenge to the learner without
causing frustration is additionally important. Above all, provide feedback and positive reinforcement about what has
been learned (Lieb, 1991).
Adults have a greater depth, breadth, and variation in the quality of previous life experiences than younger people
(O'Brien, 2004). Past educational or work experiences may color or bias the patient's perceived ideas about how
education will occur. If successfully guided by the health care provider, former experiences can assist the adult to
connect the current learning experience to something learned in the past. This may also facilitate in making the
learning experience more meaningful. However, past experiences may actually make the task harder if these biases
are not recognized as being present by the teacher. In the case of the patient with SUI, it may be helpful for the
teacher to ask whether other women in her family or her life have encountered continence problems and their
experiences with Kegel exercises. This would be an opportune time to address any erroneous or preconceived ideas.

the entire experience is facilitated. For the patient with SUI. It is important to remember that in order to engage the adult learner and facilitate the transfer of knowledge. . The primary purpose is to verify the ability of the patient to perform the skill. it may be necessary and beneficial to reinforce the teaching done in the initial session. Information that goes into the learner's memory will likely be remembered if the teacher provides opportunities in the session for activities such as application exercises and discussions (Zemke & Zemke. Rogers (1969) illustrated that when an adult learner has control over the nature. According to Rogers (1969). the adult-learning process is facilitated when:  The learner participates completely in the learning process and has control over its nature and direction. the progress in their understanding and application of the education. Return demonstrations enable the teacher to view. They enter into the learning process with a goal in mind and generally take a leadership role in their learning. and the patient to experience. 1995). patience and time on the part of the teacher and patient are needed. Adults have a need to be self-directed. timing. social. the health care provider should assess her understanding of SUI. The challenge for teachers is to be encouraging to the learner but also reinforce the process of learning. the health care provider might ask about the frequency of the exercises and whether her continence has improved. deciding for themselves what they want to learn. expectations for treatment.  Self-evaluation is the principal method of assessing the progress or success.  It is primarily based upon direct confrontation with practical.Level of Engagement In a classic study. and direction of the learning process. As an alternative. Depending on the patient's response. Applying the Learning As skills and knowledge are acquired. it is paramount to include return demonstrations by the learner. The endpoint of learning cannot always occur quickly or on a pre-set timeline. and the level of motivation to learn and practice the recommended Kegel exercises. or personal problems. Seeing progress and realizing a tangible movement forward in the learning process may increase the patient's motivation to learn even more. In the case of the patient with SUI. return demonstration of Kegel exercises via connection to a biofeedback monitor is optimal.

It is an intuitive and universal human capacity that enables. teachers need to apply these learning theories. and Sign Learning Theory. Learning is an internally mediated process that is controlled primarily by the learner and is affected by his or her motivation. Cognitive Load Theory. clumping the kids into one or two categories. They also discuss a similar structure that is helpful to follow during the learning process. something that the inclusive environment is best for. and emotions (see Figure 1. It is based on the students learning from the cause-effect relationship of stimuli and response.In special education classrooms. when in fact each are so individualized. dispositions.1). Atincronbsch and R. . This seems to be the most difficult part of learning theory. and knowledge. the mastery of symbolic systems such as language. from an early age. so that students in SPED classrooms can get the most out of their learning. the instructor can teach lessons based on how the students will learn the information the best. The Cognitive Load theory and Sign Learning theory discuss this thought of simplifying and perhaps drawing lines to fully help students learn. which may make it easier for students. Learning is an intellectual process highly influenced by social interaction and situational context. One of the mothers I currently work with wants to only have her child in inclusive classrooms. This seems to interfere with the beliefs of inclusive school settings. and active process of constructing meaning from information and experience. ADOLESCENT THINKING AND LEARNING Understanding the adolescent as learner ultimately means understanding how and under what conditions learning best occurs (Lambert and McCombs 1998). Learning is believed to be a natural. skills. perceptions. L. this does not mean that the teacher will be as well prepared to teacher her daughter. Gagne’s Conditions of Learning. Component Display Theory and Conditions of Learning are based on including a variety of elements to learn from both verbal and hands-on. It is because her daughter is doing great at learning from peer example. However. Taking all of these learning theories into account. music. A way to help connect the dots for some special education students is the Connection theory. that some connections may need to be made for students both verbally and in application because all of the students in an SPED class may not be able to connect the dots independently. and mathematics (Gardner 1991). The Gestalt theory is good because it encompasses grouping. Some of the theories that apply to special education classrooms are: Gestalt. Since special needs children are different and learn differently. Snow. It is important to remember. She has even fought a private school to allow for this. Connection Theory. a traditional teacher may not be directing her lessons at this minority group. Component Display Theory. ongoing. however. in addition to personal beliefs.

To accomplish this. Instead of just learning from the person at the front of the room. We believe that our role as a facilitator is to share information and then draw out the wisdom from participants. Our main goal is to get the learning to stick.Facilitated learning is a process of helping people to explore. learn and change. we start by taking into account the different personality types and learning styles in the room as well as ensuring we embed an experiential learning component into every workshop. . As coaches. we want the learning and insights to translate to very specific actions and goals. In keeping with coaching. small group activities and some whole group time. instead of simply downloading content (also known as lecturing) we share relevant information and focus on using the 'coach approach'to encourage participants to create their own unique applications. each session we lead typically includes individual work time. Additionally. Our sessions always include individual goal setting and application of insights and learning. our facilitated learning approach allows participants to learn from everyone in the room.