The Adult Learner
Who is the Adult Learner?
Non-traditional
For many adult learners, their initial school experience was not successful. Traditional instructional techniques and learning methods – teacher-directed lecture, set progress through a group curriculum, independent work, and written directions – did not work well. Yet adult learners may be successful parents, employees, and community volunteers. They can learn, but more non-traditional methods may work better for them.
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“I hated school. I couldn’t keep still. I was always in trouble for talking out. The reading was hard and I just couldn’t cope, y’know?” |
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“I have an enemy and it is a computer. And, uh, he doesn’t like me. But I have to sit in front of the screen, and he asks me and I have to decide what answer could be correct. I do not understand all the questions. But I did it!” |
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“I have learned that adults are very set in their learning habits. Some people have a 30-minute attention span and others can sit for 6 hours and do math. When I see that further explanation is futile, we stop for the day. Whatever works for the individual is what we do.” |
Take a moment to consider the implications of adults as non-traditional learners on your instruction.
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On your worksheet, record your initial thoughts about your adult students as non-traditional learners. Note any insights or ideas you may have at this point. |
We all have certain ways that we like to learn, or ways that we prefer to take in, process, and organize new information. Regardless of our specific learning styles, being actively engaged during the learning process contributes greatly to the acquisition of new skills and information. Some adults learn better by doing - being involved in an activity rather than simply hearing about it or reading about it. Instructors should also be aware that some adult learners may be struggling with a learning disability - diagnosed or undiagnosed - and may not have received services to accommodate their individual learning needs. Adults with an undiagnosed learning disability might not have been able to demonstrate their knowledge, skills, and abilities fully in school, training, and the workplace. This can lead to frustration, avoidance of certain tasks, and anger.
Below is a real-life adult education scenario. While you are reading, consider the possible learning needs of both students. Then consider how the instructor might modify her instruction to meet these student’s needs.
Real-Life Scenario—Martin's and Juan's Learning Needs:
Martin and Juan are both young adults in Miss Sara’s class. When asked to complete a learning task with the rest of the class, they make excuses, complain, or outright refuse. Sara has noticed that Juan completes more tasks than Martin, but really struggles with math lessons. Martin’s assessment scores are high, but he is often off-task - joking with Juan, teasing girls, and disrupting class discussions. Even when working alone, he tends to stare off into space or leave his seat to wander the room.
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On your worksheet, record your thoughts on the learning needs of these students. Then record any ideas you have for the instructor. What might she do to better accommodate the way Martin and Juan learn? |
Click the + sign in the box to the right to see ideas from other Adult Education Instructors. | [?] |
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I have learned to adapt to each individual’s needs. Some students learn better when I demonstrate on the dry erase board. Others learn better by hearing me explain orally. Some people need to write notes as I explain. For “fidgety” students, I recommend frequent quick breaks and many short tasks instead of one longer one.
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For students who are struggling with a topic, praise and encouragement are essential. It’s important to emphasize those things that the student does right. It may be critical to take really small steps and go at the pace of the student. It’s okay, particularly in the beginning, for the successes to be small.
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One of my students asked me one day if she could bring a CD player and headphones to school to see if that could help her concentrate. That made the biggest difference in her ability to concentrate on what she was doing! And when she started doing that, she just took off! It was like everything else was blocked out and she could focus.
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I like to have students work in pairs – the more advanced student with the less so. Giving a student the responsibility of acting as a tutor often really focuses them – and it enhances both students’ understanding of the skill.
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Another simple thing – but easy to overlook: I try to be alert to vision or hearing problems. Sometimes taking care of correctable conditions can make all the difference in the world.
In reviewing these ideas, did you find any similar to your own? Did any of them strike you as particularly interesting? Did they provide any new insights for your instruction of adult literacy learners?
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On your worksheet, make note of any tips, insights, or new ideas gained from the instructors’ suggestions. |
In Summary:
- Adults learn in different ways.
- Instructors should use their observational and listening skills to recognize behaviors that may be masking a learning challenge and to determine what works for the student.
- Being creative and flexible to accommodate different styles of learning is key to supporting adult literacy learners.
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On your worksheet, record any final notes or thoughts, specific ideas you want to remember, plans for further study, etc. |
Click “Next” below or a specific topic on the outline to the left to continue.
