Learning as an adult differs from learning as a child. Consider how the following information might be useful to you when planning and delivering lessons:
|Most children perceive one of their major roles in life to be that of learner.
|Adults perceive themselves to be doers-using previous learning to achieve success as workers, parents, etc.
|Children actually perceive time differently than older people do; time seems to pass more quickly as we get older.
|Adults are concerned about the effective use of time.
|Children have a limited experience base.
|Adults have a broad, rich experience base.
|Children generally learn quickly.
|Adults usually learn more slowly than children, but they learn just as well.
|Children are open to new information and will readily adjust their views.
|Adults are much more likely to reject or explain away new information that contradicts their beliefs.
|Children's readiness to learn is linked to both academic development and biological development.
|Adults' readiness to learn is more directly linked to needs related to their roles as workers, spouses, parents, etc.
|Children learn (at least in part) because learning will be of use in the future.
|Adults are more concerned about the immediate applicability of learning.
|Children are often externally motivated (by the promise of good grades, praise from teachers and parents, etc.)
|Adults are more often internally motivated (by the potential for feelings of worth, self-esteem, achievement, etc.)
|Children have less-well-formed sets of expectations in terms of formal learning experiences. Their "filter" of past experience is smaller than that of adults.
|Adults have well-formed expectations, which, unfortunately, are sometimes negative because they are based upon unpleasant past formal learning experiences.