How do you incorporate the principles of adult learning theory into your teaching methods?

When delivering professional development to colleagues, my feedback always showed appreciation for adapting the style and language for the audience, demonstrating respect for them and showing an understanding of their existing knowledge: both in terms of ensuring you neither talk down nor over them. It’s also important to try to be passionate about the topic, conveying this to an adult audience authentically is key.

One thing I remind my participants of the classes I have led, is that their insights are just as valuable as my own, encouraging adult learners to share and participate in their understanding of content we are breaking down is second only to uncovering their expectations at the start of the class. By doing so you can share whether you will be meeting that expectation or not, allowing them to focus on what is being delivered or confirming that their expectation was met.

I use a practical and relevant method in my teaching. Adults are motivated by learning that is applicable to their current daily lives and that which addresses their daily needs. I like to try and emphasis the practicality and real world relevance of the topic being taught.

I believe teaching adults needs to be collaborative, Teachers have expertise in their subject, but the way they present it needs to consider their students' needs and goals, current understanding of the subject, and time constraints. Because of adults' different life experiences, differing goals, and differing circumstances, it's important to involve them in planning, modifying, and evaluating lessons in order to meet learners' objectives as effectively as possible and not waste students' limited time.

Taking a service orientation can help shape a humble stance. Remembering that, as a teacher, you are a guide and a servant can create an atmosphere where students feel eager to reach out for help when there are struggles.

A needs analysis is a must Even myself as an adult if I take a course or a consultation but the teacher/mentor hasnt bother to find out what I already know and what I want to know, many times these courses end up not benefitting me because either its something I already know or its something i dont want/need to know. Adults are not "clean slates" and "fossilization" is out with the concept of neuroplasticity. The impossible is possible.

In my experience all learners learn best when they are actively engaged- not just adult learners. One approach I've found helpful is having adults try the same strategies you are suggesting students use during a training. This often brings up more feelings and questions than you'd anticipate and encourages us to think about what we are asking of our students from a different perspective. The purpose is to reconsider how certain strategies can encourage or discourage learning.

Taking into consideration the work of the adult learners and connecting the course content directly to their work is an effective practice. Not only does this allow the learners to transfer their knowledge seamlessly into their work, but also ready to use material and experience for when they leave the classroom and return to their work environment.

One resource I find helpful for any learner, including adults, is the Project Zero Thinking Routine Toolbox (https://pz.harvard.edu/thinking-routines). It is a collection of activities to introduce, process, analyze, synthesize, and more. You can use the thinking routines as-written but can easily adapt them to your needs. Two of my favorites are Headlines and Circle of Viewpoints.

Experiential learning and differentiated experiences so each adult learner not only remembers the content, but feels their own learning needs were considered and served.

We use the power of video paired with a non-directive discussion technique to engage parents in reflecting on their own perspectives, values, and practices. They direct their own insights and drive their own change. And that wisdom comes from within. It’s incredibly powerful. The approach is called the Reflective Dialogue Parent Education Design (RDPED). It can also be used with professionals or other groups around different topics. Change the video clip and the content changes.

Prior to class I find assigning articles to read, podcast to listen to and videos to watch a great way to spark interest in the topic. Adults are often more aware of their learning journey (metacognition), so giving them the opportunity to do some independent learning/ research can help them to identify areas of interest or weakness which can be addressed during class. phET circuits by Colorado University are a great resource for post-class study. This gives students a chance to explore the topic further and apply their newly learned knowledge to an interactive simulation lab to predict the outcome in STEM.

One thing is you must know your audience in both young and mature learners. Everyone learn differently and need to know that they are important. With a mature crowd we are to pull on their strengths and develop their weaknesses making them feel.like champions. Through using icebreakers, meditation, and group chatting in person. Never be embarrassed to ask what will keep them engaged, excited, and motivated to come to class. If they struggle have peer on peer teachings because after all Iron sharpen iron.

One thing I have found helpful in teaching adults is the use of projects. This comes with variety of interesting contributions. Such projects don't have to be tasking considering the availability of time and a host of other responsibilities adults are surrounded with, unlike children. Videos are also great tools that can be used to teach adults. The is evident in many of the social media video that are watched and believed to be true. The use of video could be for debates in order to reach a conclusion or inference to drive home points. When teaching is adult centered(as used in this context), it doesn't just make learning fun, it is also a motivating tool for adults as it enhances their participation in classroom activities.