THANKS KEV,

HI. I’M MIKE CROGHAN AND I’D LIKE TO SPEAK TO YOU FOR JUST A MINUTE ABOUT MODULE N-1, “PREPARE TO WORK WITH ADULT LEARNERS” OF THE PROFESSIONAL TEACHER EDUCATION MODULE SERIES.

Before a movie is released in Hollywood, the studio already knows who the target audience is and the advertising strategy is planned well in advance to guarantee, AS MUCH AS POSSIBLE, a successful run.

It's very similiar when teaching adult learners. In order to successfully teach adult learners the teacher must know who the learners are and determine the best way for them to receive information and master the skills BEING PRESENTED.

The key to effective instruction is to be aware of the complexities of your audience. Each person in a class represents a unique situation. you must consider the needs of specific individuals, rather than the adults as a group.

SOME ADULT LEARNERS MAY TAKE LONGER TO LEARN NEW SKILLS OR MAY LACK QUICK CONFIDENCE BUT OFTEN A BROAD RANGE OF LIFE EXPERIENCE MAKES THEM EAGER LEARNERS.

ADULTS WANT TO FEEL THEY HAVE SOME CONTROL OVER WHAT’S LEARNED, AND HOW IT’S LEARNED AS WELL AS WHEN AND WHERE. THEY ENJOY THE AUTONOMY OF SELF-DIRECTED LEARNING, HOWEVER, RESEARCH SHOWS THAT DIRECTION FROM AN INSTRUCTOR MAKES FOR MORE EFFECTIVE LEARNING, ESPECIALLY IN ADULTS.

THEY OFTEN REQUIRE DIRECTION IN PLANNING PROJECTS, LOCATING RESOURCES, AND UNDERSTANDING DIFFICULT MATERIALS. WHEN ADULTS ENROLL IN EDUCATIONAL OR TRAINING PROGRAMS, IT’S USUALLY FOR A SPECIFIC PURPOSE - THEY’VE ELECTED TO TAKE A COURSE AND ARE PAYING FOR IT - IF THEY ARE’NT GETTING WHAT THEY WANT OR NEED, THEY DROP OUT AND GO ELSEWHERE.

OUR CHALLENGE, THEN, IS TO ADJUST OUR FRAME OF REFERENCE FROM “HOW DO I TEACH?” TO “WHAT KIND OF LEARNERS ARE THEY?” MOST ADULT LEARNERS ARE BUSY PEOPLE WHO WANT TO MEET THIER EDUCATIONAL GOALS AS QUICKLY AND AS EFFICIENTLY AS POSSIBLE. THEY WANT TO FOCUS ON THE SKILLS THEY NEED AND, VERY COMMONLY, APPLY THEM IN THE WORKPLACE.

ADULTS LIKE TO BE TREATED LIKE ADULTS. THEY MAY NOT RESPOND WELL TO ATTENDENCE AND DICIPLINE POLICIES OR COMPLICATED REGISTRATION PROCEDURES. HOWEVER, ADULTS WHOSE FORMER SCHOOL EXPERIENCE HAVE ALL BEEN STRUCTURED AND TEACHER-DIRECTED WILL OFTEN NEED HELP IN ACCEPTING THE DEMANDS OF SELF-DIRECTED LEARNING.

THERE ARE MANY ADULTS WHO MAY REQUIRE SPECIAL SUPPORT SERVICES IF THEY ARE TO ENTER AND SUCCEED IN EDUCATIONAL PROGRAMS. THERE MAY BE SOME VERY BASIC PERSONAL NEEDS LIKE FINANCING, CHILD CARE OR TRANSPORTATION THAT NEED TO BE DISCOVERED TO HELP THE STUDENT ACHIEVE SUCCESS. THE RETURNING ADULT MAY HAVE SELF-DOUBT, POOR STUDY SKILLS, OR INADEQUATE BASIC SKILLS THAT COULD INHIBIT LEARNING.

SIMPLY PUT, THERE IS NO TYPICAL ADULT LEARNER, BUT SOME COMMON BIOLOGICAL FACTORS DO IMPACT LEARNING. PEOPLE OVER THE AGE OF 40 OFTEN EXPERIENCE DIMINISHED EYESIGHT. PROVIDING ADEQUATE LIGHTING, LARGE TYPE OVERHEAD TRANSPARENCIES AND SEATING PEOPLE WITH VISION DIFFICULTY NEAR THE FRONT OF THE CLASSROOM USUALLY ELIMINATES VISION PROBLEMS.

IT’S ESPECIALLY IMPORTANT TO IDENTIFY ANYONE WHO MAY HAVE HEARING DIFFICULTIES - 0ANXIETY INHERENT IN HEARING LOSS CAN GREATLY AFFECT THE LEARNING PROCESS.

SHORT TERM MEMORY MAY BE LESS EFFICENT IN OLDER LEARNERS, THEY MAY NOT LEARN AS FAST AS YOUNG PEOPLE OR LEARN COMPLEX TASKS AS QUICKLY, BUT THEIR MOTIVATION TO LEARN IS OFTEN GREATER THAN YOUNGER LEARNERS.

WE MUST GUARD AGAINST THE NATURAL TENDENCY TO PIGEON HOLE INDIVIDUALS INTO CATEGORIES. THERE IS NO TYPICAL ADULT. GETTING TO KNOW YOUR STUDENTS WILL HELP YOU TO DETERMINE THE BEST WAYS TO HELP THEM LEARN. THINK OF YOURSELF AS THE HOLLYWOOD DIRECTOR WHO MAKES A MOVIE WITH THE AUDIENCE IN MIND EVERY STEP OF THE WAY. THESE ARE SOME OF THE BASIC ISSUES ADDRESSED IN GREATER DETAIL IN MODULE N-1.

YOU CAN EITHER PRINT OUT THE TEXT OF MODULE 1 USING THE “PRINT” BUTTON BELOW, OR VIEW THE CONTENT ON-LINE USING THE “VIEW” BUTTON. WHEN YOU’VE COMPLETED THE COURSE SYUDY, RETURN HERE AND CLICK THE “TEST” BUTTON TO COMPLETE YOUR TESTING.