Articles

  By V.M. Mayfield

High quality instruction for adults is not nearly as mystical a concept as many may deem. Actually, secondary students and postsecondary adults have similar needs. There are five principles for high quality instruction at these levels. 

1) Be clear about the learning goals and transparent about the performance expectations as a result of the learning. Adults need to know why they are learning something. More specifically, they like to know what problem this training is going to solve or how they will use it in their immediate work. They also want to be informed in advance of any evaluative or performance expectations that may be linked to the learning, especially if these expectations will be levied from their peers or administration. Provide an interim assignment in between training for them to practice the new skills. Research the most current data on the next topic. When data is integrated into the initial introduction of topics it builds a credible case for the relevancy and/or urgency of the topic under discussion. 

2) Integrate active learning activities that stimulate critical thinking and active engagement. Respect the diverse talents, experience and ways of learning in each set of learners and create an experience that integrates a variety of learning modalities. Provide multiple opportunities for the learners to be actively engaged in learning that requires collaboration, internal and external processing of ideas, and the opportunity to design/discuss how the content would be applied within their own unique context, setting, or position.

3) Bring flexibility, fun and humor to the learning experience. Create an environment where learners feel free to laugh at themselves, giggle at the unexpected, chuckle at irony, make mistakes, take risks and most importantly learn from them.

4) Provide opportunity for self-critique, peer feedback and expert advice on practices and learning. Provide time to practice skills that includes timely feedback. Adults value feedback from peers, expert feedback and time to self-reflect. If the participants have not learned to be reflective practitioners, have a set of principles/questions that foster reflective practice.  

5) Empower the learners with individual and group choice, presumed efficacy, and high expectations. Learners should leave the learning environment feeling like they can conquer the world and most certainly the challenges they face in their environment. Choice is a tool of empowerment as well as language and activities that presume efficacy and competency. Use these techniques liberally to inspire and affirm adults as learners. Finally, high expectations should be interwoven into the presentation. Be intentional in communicating them to learners and explicit in discussing what you are doing. When they leave the session they have practical ideas on how to communicate high expectations with their students and/or colleagues.

These five principles are critical to high quality instruction for adults.