Page 50 - OSEP Educator LG

Adults are goal oriented and need to know the outcome in advance

 Adults need to know what they are learning and why they are learning it
 Provide details of what the outcomes of this training will be so the
relevance is clear

 Maintain the focus and the outcome of the training

Adults have much life experience that should be acknowledged to make learning
meaningful

 Give adults the opportunity to bring life experiences or prior knowledge
into their learning (e.g. through discussions, role plays, case studies,
simulated activities etc.)
 Do not assume adult learners have no prior knowledge, they will have a
wealth of knowledge!
 Utilise questioning techniques to draw this information out
 Note that the experiences they have had in the past (which are not always
good ones) can impact on how they approach the learning

Adults have a need for self-directed learning and independence

 Adults resist learning when they feel they are having information imposed
upon them
 It is important to ensure they feel responsible for their learning. They
should be able to remain in control of their learning and decide how they
can best manage their own learning.

Adult learners like to know they are respected

 Take interest in learners, they need to feel valued and included.
 Encourage their interest and expression of ideas and recognise their prior
knowledge

Adults are relevancy oriented so learning must be applied to real life situations

 Adult orientation to learning is life-centred. The trainer should therefore use life
situations as a base for providing the instruction.
 Provide real-life scenarios where a participant may use this knowledge to
give context to the learning, thus giving it purpose

 They will always want to know what the learning can do for them and be tuned in
to WII FM – “What’s in it for me?” (Why are they there? What do they expect to
achieve? How quickly will they achieve it?)

Page 48 OSEP Educator Learner’s Guide