GROWTH in ADULT LEARNERS

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GROWTH in ADULT LEARNERS
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• Who ARE these adult learners?

Video of campus students between classes, fade
to Video of people at work, fade to.
Video of parents with children, fade to
Video of teacher or professor with students, fade
to Video of a soldier in uniform
Voice-Over These adult learners, also referred
to as non-traditional learners, come from all
walks of life. Their range of age may be anywhere
from 25 years to 70 years (fade video). They fall
under numerous definitions. Malcolm Knowles
identified adults by 2 criteria. They are
individuals who perform roles associated by our
culture with adults fade to workers workers,
fade to parents parents, fade to
teacher/professor responsible citizens, and
fade to soldier soldiers in our armed forces.
They are also identified by Knowles as
individuals who perceives himself/herself to be
responsible for their own life.
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• What are their reasons for going back to school?

• Flash/fade motion entry of PowerPoint images that
  depict the reasons
• Two businessmen shaking hands image 1
• Worker at a desk with a computer image 2
• Trainee receiving inservice on medical device
  image 3
• Presenter in front of screen showing chart to
  seated employees image 4

Voice-Over There a re a number of reasons for
the increased growth in the adult learners
returning to the classroom. image 1 Gaining
that promotion often precludes improving ones
education. Or image 2 enriching ones current
job role may mean learning new skills. Others
require additional training image 3 in order to
obtain licensing in a particular practice. image
4New company directives often require employees
learn new competencies.
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• What do we know about the adult learner?

Background of video of college classroom.
Fade in, Learning is not its own reward fade
out Fade in, Learning is integrative..fade out
Fade in, Value adjustmentfade out
Fade in, Control over learningfade out
Fade in, Practice must be meaningful..fade out
Fade in, MOTIVATION and leave on screen

Voice-Over Malcolm Knowles identified 6
assumptions about adult learning. First, adults
want to know why they need to learn something and
want a learning outcome that can be put to good
use in concrete practical terms. Second, adults
bring with the a breadth and depth of knowledge.
They learn best when they can integrate what they
already know to the new knowledge and skills.
Third, adult learners must understand WHY the
learning is useful and WHY these new skills must
be mastered. Fourth, adults believe they are
responsible for their lives and want control over
their learning experiences. Fifth, repetition
must be relevant. Adult learners do not want to
make mistakes especially on assignments. Sixth,
Some adults are responsive to external
motivators, but the most potent motivators are
internal. The key is tapping in on what motivates
the adult learner. This is the key topic of
todays keynote address. HOW do we motivate the
adult learner to learn the material being
presented?
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• Transition to introducing Dr. Thoms

Video of a grey-haired adult sitting in a
classroom of elementary-aged students
Voice-Over In her keynote address Theyre not
just big kidsMotivating Adult Learners, Dr.
Karen Jarrett Thoms will discuss strategies that
instructors must consider to help motivate adult
learners and then provide characteristics and
skills for what it takes to be a motivating
instructor. It gives me great pleasure to
introduce Dr. Karen Jarrett Thoms.
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