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:
CHILDHOOD | ADULTHOOD |
---|---|
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. |
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