Best Practices for Teaching Adult Learners

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Best Practices for Teaching Adult Learners

• Dr. Cheryl Torok Fleming
• CCCU Inaugural Conference
• Indianapolis, IN
• May, 2009

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Faith Integration Applying the Models and
Theories for Teaching Adult Learners
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Malcolm Knowles Concepts and Characteristics of
Adult Learners

• Deep need to know why they need to know.
• Task-oriented in their learning.
• Wide range of background experiences.
• Deep need to be self-directed learners.
• Learn best when the learning directly applies to
  life situation.
• Motivated by internal pressures self-esteem or
  quality of life

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Mezirow and BrookfieldSelf-Directed Learning
Model

• Learner consciously engages in acquisition or
  refinement of knowledge, skills, or dispositions.
  
• coursework or degree programs,
• extensive reading on a particular topic
• seminars, lessons, lectures, or workshops
• Learner consciously changes thoughts, viewpoints,
  opinions, or actions.
• Learner can describe or explain changes made and
  the effect of these changes on ones life.

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Kolb Experiential Learning Theory

• Participating in concrete experiences
• Observing and reflecting on the experiences
• Forming abstract concepts
• Testing concepts in new situations

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American Psychological Association
Learner-Centered Principles of Education

• Context of Learning
• Construction of Knowledge, Thinking skills,
  Context
• Motivational and Affective Factors
• Emotional involvement, effort
• Developmental and Social Factors
• Individual Differences

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Maslow Hierarchy of Motivational and Affective
Needs

• Basic Needs absence of threat, freedom from
  hunger, sense of belonging
• Higher level needs knowledge, understanding,
  appreciation, self-actualization

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Mezirow Transformative Learning

• Confrontation with a dilemma that is incongruent
  to prior experiences and ideas
• Critical reflection process, re-examination of
  ideas and values
• Results in the reformulation of perspective,
  allowing a more inclusive, discriminating, and
  integrative understanding of ones experience

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Dewey, Piaget, Bruner, Vygotsky, and Gardner
Constructivist Learning Theory

• Emphasizes relationship between human knowledge
  and social experience
• Based on shared inquiry
• Tie new ideas to previous life experiences,
• Construct and reorganize current knowledge
• Add meaning to newly acquired ideas and
  experiences

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Application Activity

• What do these theories look like in action?
• How can professors integrate faith, yet embrace
  and exemplify these theories?

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Questions?
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References

• Fleming, C., Garner, B. (2009). A brief guide
  to teaching adult learners. Marion, IN Triangle.