Group+1--Smith-AL

=Adult Learning= 2. Adults will commit to learning something when the goals and objectives are considered realistic, important to the learner, job relates, and perceived as being immediately useful.

5. Adults come to any learning experience with a wide range of previous experiences, knowledge skills, self-direction, interests, and competence. Individualization therefore, is appropriate for adults as well as children.

7. Adults will resist learning situations, which they believe are an attack on their competence, thus the resistance to imposed inservice topics and activities.

1. Adults learn best through concrete experiences where they apply what is being learned and in informal situations where social interaction takes place. (More adults than formerly thought operate at the concrete operational stage; informal situations with social interactions need to occur in the normal work setting).

3. Adult learners need to see the results of their efforts and have accurate feedback about progress toward their goals.

4. Adult learning is ego-involved. Learning a new skill, technique, or concept may promote a positive or negative view of self.

6. Adults want to be the originals of their own learning; that is, involved in selection of objectives, content, activities, and assessments.

8. Adults reject prescriptions by others for their learning, especially when what is prescribed is viewed as an attack on what they are presently doing.

9. Adult motivation for learning and doing one’s job has two levels: (1) to participate and do an adequate job, (2) to be deeply involved, going beyond the minimum or norm.

10. Motivation is produced by the learner; all one can do is encourage and create conditions that will nurture what already exist in the adult.

11. Adult learning is enhanced by behaviors and inservice that demonstrate respect, trust, and concern for the learner.

//From Fred Wood and Steven Thompson, “Guidelines for Better Staff Development.” Educational Leadership. February 1980, 374-378.//