Type A Learning Agency

Teaching an old dog new tricks
Thoughts on adult learning
by Jennifer Damon

X is equal to negative b plus or minus the square root of b squared minus 4ac divided by 2a. Recognize the Quadratic Formula, or have I already lost your interest? The last time you saw that formula may have been in the eighth grade, where you probably learned it without hesitation. So why do you think you quickly skimmed over the first sentence here? Could it be that your learning approach today is different from that of your eighth grade self, especially when it comes to learning something like the Quadratic Formula?

Adults need a specific reason for learning
One major difference from our school days is the reason that we, as adults, learn. If the instructor can convince adult learners that the material we'll cover will be immediately applicable to a problem that we're facing today, we will be much more motivated and open to learning. We need to know how and in what specific way this new knowledge will impact our current situation, and we'll only choose to continue if it will improve our work, health, love, spirituality, or relationships in some measurable way. But, learn the Quadratic Formula because some teacher said you'll use it someday? Not a chance.

Adults have established values, beliefs, and opinions
Because of our wealth of knowledge and strong opinions on a multitude of subjects, adults are most successful when our knowledge is respected and valued in the classroom. We've been there and done that, and we want the instructor to acknowledge it when teaching us something new. Once we've established our knowledge, we try to fit the new material into our current perspective. If it fits, great -- we've successfully learned something new. If it doesn't correspond to something that we've already accepted as truth, we'll likely try to reject or explain away the new material. Accept that the Quadratic Formula really contains b squared minus 4ac? Not unless it confirms our established ideas of a, b and c.

Adults often have lower learning self-esteem
Being back in the classroom for many adults is like that recurring dream of finding ourselves in our skivvies in homeroom. Suddenly caught out of our element, all we want is to feel prepared, intelligent, and in control. That said, adult learners would really benefit from encouragement to experiment and go beyond their comfort zone. We tend to take errors personally, to shy away from risk, and are less likely to undertake a new challenge in front of peers. It's no wonder that many adult learners haven't participated in a learning experience in some time. Be tested on the Quadratic Formula while the instructor is watching and judging? Count us out.

Adults need to be self-directing
We've actually heeded our mother's words and become responsible learners. According to Malcolm S. Knowles, the father of adult learning, in becoming adults we have moved from being a dependent personality toward a self-directed human being. We want to actively participate in the learning process and drive the content and pace of our learning. We want to know what's ahead in the experience so that we can determine for ourselves if it will decisively meet the goals that we’ve set. We want to be independent and think of the instructor as less of a teacher and more of a guide through our journey to learn. Practice the Quadratic Formula in our everyday lives? Only if you'll provide the map and let us drive the car.

Now if only we could accept that our learning approach as adults is different than that of our younger selves, imagine the learning we could accomplish! From an instructor's perspective, knowing your audience is half the battle. Understanding natural learning behaviors allows instructors to tailor the material to be most effective with adult learners. From a student's perspective, once we realize that our adult classroom experiences won't be the same as learning the Quadratic Formula in the eighth grade, we can put down our defenses and open our minds to new learning experiences.