Module 1

Introduction to
Adult Learning
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Module Description NOTES

The education of adult students is vastly different from that of the education of ________________________
children. Much research has been done on the differences between the two
groups. This module will look at the definition of an adult learner, and explain ________________________
the differences between teaching adults and teaching children. Adult learners
have different learning styles. These differences impact how they receive and ________________________
process material and ultimately determines their success in the classroom. An ________________________
introduction to some of the more commonly used learning style evaluation
systems is covered. As well, we look at how we can create a positive learning ________________________
environment for adult students in the classroom.
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Module Rationale ________________________
Understanding how adults learn, will make it easier for us as educators to create ________________________
and deliver material which will be meaningful to them. Understanding that
different learning styles exist for all adults will assist us in delivering material in
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a variety of different formats, which will appeal to the different learning styles. ________________________
Module Prerequisites ________________________
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None
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Mod 1 Intro Adult Learning 2010/2011 Page 2 of 31

Bridge-In Activity NOTES
You have just been introduced to your first class. Before you is a group of 24
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different faces, and you can tell at first glance and the outward appearance of
the students that there is a fairly wide variation in ages. You are comfortable ________________________
with the curriculum content that you have been given to deliver to these
students, but in what format will you present it? ________________________

After 40 minutes of your first lecture, you see many students with their heads
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down, some are fidgeting, and some are nodding encouragingly at you. You ________________________
know already that some are following, and some are already being left behind.
Why is this happening and how can you change it? ________________________
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Module Learning Outcome
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Upon successful completion of this module, you w ill be able to describe ________________________
how adults learn and you will use this knowledge to create a positive
learning environment that addresses various learning styles and engages ________________________
all learners.
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Module Learning Objectives ________________________
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To successfully complete this Module Learning Outcome, you should be
able to ________________________

1. identify the unique characteristics of an adult learner ________________________

2. explain the importance of identifying different learning styles and use three ________________________
of the more common learning style assessment tools to identify learning
styles in your classroom. ________________________
3. explain the seven principles of positive learning and how they might be
implemented in the classroom. ________________________
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Module Pre-Assessment Activity
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Write down your own particular learning style as you know it. What are your
preferences for studying? What characteristics do you look for in a good
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instructor? What traits would make for a poor instructor in your opinion? ________________________

Participatory Learning for each Learning Objective ________________________

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The Learning objectives are divided into three categories:
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1. The Adult Learner
2. Learning Styles ________________________
3. Creating a positive learning environment ________________________
Post assessment activities accompany each section of material and references ________________________
to material accessed are incorporated into each category as well.

Mod 1 Intro Adult Learning 2010/2011 Page 3 of 31

Participatory Learning for Learning Objective 1 NOTES
To successfully complete this Module Learning Outcome, you should be ________________________
able to identify the unique characteristics of an adult learner.
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What is an adult learner?
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The term “adult” is really a societal term, which implies that a person has ________________________
reached the “age of majority.” Adults in most countries have the right to vote in
civic elections, fight for their country, get married, and generally are considered ________________________
to be responsible for their own actions.
In Canada, a person who has reached the age of 18 is generally considered to ________________________
be an adult. ________________________
So, how do we define adult education? And how do we differentiate adult ________________________
education from the education of juveniles?
UNESCO (United Nations Educational, Social, and Cultural Organization) provides ________________________
this definition:
________________________
The entire body of organized educational processes, whatever the content, level ________________________
and method, whether formal or otherwise, whether they prolong or replace
initial education in schools, colleges and universities as well as in apprenticeship, ________________________
whereby persons regarded as adult by the society to which they belong develop
their abilities, enrich their knowledge, improve their technical or professional ________________________
qualifications or turn them in a new direction and bring about changes in their ________________________
attitudes or behaviour in the twofold perspective of full personal development
and participation in balanced and independent social, economic and cultural ________________________
development...(p 3).”
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There are many terms which are associated with the education of adults, such
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as continuing education, andragogy, lifelong education, open learning. These
terms are defined as follows): ________________________
Andragogy : The term used to describe the education of an adult – as opposed ________________________
to pedagogy – the education of children.
Lifelong Learning : Refers to the education which occurs over one’s lifespan. ________________________
Open Learning : Refers to the more informal usage of all resources available ________________________
for the education of the individual, rather than limiting it to specific curriculum,
or facility. ________________________
Continuing Education: Refers to furthering one’s education beyond a current
level--more specifically applies to short courses, or educational methods which ________________________
are of limited duration.
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(cited from http://fcis.oise.utoronto.ca/~daniel_schugurensky/faqs/qa1.html
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So, adult learning really has many definitions, and many applications. Most
importantly, the education of an adult begins to encompass more than just
NOTES
teaching a set curriculum, it has farther reaching factors, and incorporates more
than just the transference of material. Adults learn in many ways and in many ________________________
places.
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Malcolm S. Knowles (1913-1997) was a renowned researcher in the field of adult ________________________
education. He brought the focus of adult education towards helping people to
learn, as opposed to delivering education to people. Knowles is perhaps most ________________________
famous for his attention to the way that adults learn. He coined the term
Andragogy to distinguish adult learning from children learning (pedagogy). ________________________
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By definition, Andragogy can be broken down into two parts; Andr – man, and
agogy – to lead. Literally meaning “to lead man.” Knowles believed that there ________________________
were some key differences between the learning of adults versus the learning
styles of children, which led to the education of these two groups being ________________________
conducted very differently.
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Knowles developed five concepts which relate to adult education: ________________________
1. Self-concept: As persons mature, their self concept moves from one of ________________________
being dependent personalities toward ones of being a self-directed human
being. ________________________
2. Experience: As persons mature, they accumulate growing reservoirs of ________________________
experience that become increasing resources for learning.
3. Readiness to learn. As persons mature, their readiness to learn orients ________________________
toward the development of tasks which fit their desired goals.
4. Orientation to learning. As persons mature, their time perspectives ________________________
change from one of learning material which has no immediate relevancy to
wanting immediate application and use of material. Accordingly their
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orientations toward learning shifts from one of subject-centered to one of ________________________
problem centered.
5. Motivation to learn: As persons mature, the motivation to learn is ________________________
internalized (Knowles 1984:12).
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The chart below clearly outlines the differences between pedagogy and
andragogy as described by Knowles’ five concepts.
NOTES

A comparison of pedagogy and andragogy following Knowles theories: ________________________

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Pedagogy Andragogy
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The learner Dependent. Teacher Self-directing Moves
directs what, when, how a towards independence. ________________________
subject is learned and Teacher encourages and
tests that it has been nurtures this movement ________________________
learned ________________________
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The learner's Of little worth. Hence A rich resource for ________________________
experience teaching methods are learning. Hence teaching
didactic methods include ________________________
discussion, problem- ________________________
solving etc.
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Readiness to People learn what society People learn what they
learn expects them to, so the need to know, so the ________________________
curriculum is standardized. learning program is
organized around life ________________________
and practical
applications. ________________________

Orientation to Subject matter. Learning experiences ________________________

learning Curriculum organized by should be based around ________________________
subjects. experiences.
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Let’s take a few minutes to complete the following activity (Slide28):
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In groups of 2-3 and considering Knowles’ five concepts of adult ________________________
learning
• Select a topic you studied in secondary school (e.g. cell division ________________________
in Biology).
• List your memories of how this course was taught. ________________________
• Create a list of ideas on how you might teach this course to
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adult learners
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While Malcolm Knowles’ definition of andragogy was open to much
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interpretation, his basic principles remain very true. Learning for adults is a
process which involves much more of life’s prior learning, life skills, and ________________________
interaction with the educator, than it does for children. There are many facets to
consider such as prior experiences and prejudices when teaching adults. “We ________________________
may have all come on different ships, but we're in the same boat now.” (Martin
Luther King, Jr) ________________________
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Eduard Lindeman (1885-1953) was another early researcher on the education of
adults. The following excerpt from the first chapter of his book The Meaning of
NOTES
Adult Education shows that over 80 years ago the differences between
educating adults and children were already understood. This excerpt very nicely ________________________
demonstrates where the focus needs to be when teaching adults.
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Our academic system has grown in reverse order; subjects and teachers ________________________
constitute the starting-point, students are secondary. In conventional
education the student is required to adjust himself to an established ________________________
curriculum; in adult education the curriculum is built around the student's
needs and interests. Every adult person finds himself in specific situations
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with respect to his work, his recreation, his family-life, his community-life et ________________________
cetera - situations which call for adjustments. Adult education begins at this
point. Subject matter is brought into the situation, is put to work, when ________________________
needed. Texts and teachers play a new and secondary role in this type of
education; they must give way to the primary importance of the learner... ________________________

(Cited from http://www.infed.org/thinkers/et-lind.htm May 2008)

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In a paper written in the early 1920s, Lindeman defined adult education as “a
co-operative venture in non-authoritarian, informal learning the chief purpose of ________________________
which is to discover the meaning of experience; a quest of the mind which digs
down to the roots of the preconceptions which formulate our conduct; a ________________________
technique of learning for adults which makes education coterminous with life,
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and hence elevates living itself to the level of an experiment.”
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(Cited from http://www.infed.org/thinkers/et-lind.htm. May 2008)
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So What Does This Mean in the Classroom?
The prior experiences of our adult students bring a huge amount of information ________________________
into the classroom. Some students are older than their classmates and have
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other life skills as well, such as organization and leadership skills, which they
can bring to group work and use as they serve as mentors to other students. ________________________
By using interactive teaching methods throughout our lectures, we can allow ________________________
students to bring their own experiences, and ways of learning, to the whole
class. This, interactive approach allows students to become more involved in ________________________
their own learning. ________________________
Adult learners are, by definition, more self-motivated to learn. They are ________________________
beginning a lifelong journey of education, towards, for the most part, a specified
and specific future goal. We need to encourage their participation and ________________________
responsibility to their own learning. This objective can only be achieved by
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including the learners in the process.
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We also need to realize that there is no “one size fits all” philosophy that is truly
effective when teaching adults. Every individual has her or his own individual
NOTES
learning preference – generally referred to as a learning style. Different
methods of teaching appeal to different types of learning styles. ________________________

Varying the modalities used when delivering material helps to ensure that we
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are using formats which hopefully appeal to all students at some time or other. ________________________
Frequent requests for feedback from the instructor also help to reinforce the
involvement of the students in their own learning. ________________________

A mixture of instructor to student lecture, visual aids (videos, DVD’s), group ________________________
work, crosswords, interactive quizzes help keep all students interested and ________________________
engaged. We must always try to keep in mind that our goal is not just the
transmission of material and regurgitation of the same material but to ________________________
encourage lifelong learning of the subject matter. Education should be
transformational. ________________________

The following quote from Eric Mazur, an instructor at Harvard University,

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illustrates the use of peer teaching to help reinforce classroom material: ________________________
As for the students, nothing clarifies their ideas as much as explaining them ________________________
to others. As one student said in a recent interview,: "There is this ah-hah!
kind of feeling. It's not that someone just told me; I actually figured it out. ________________________
And because I can figure it out now, that means I can figure it out on the ________________________
exam. And I can figure it out for the rest of my life.
(Mazur, E. 1997, p. 22) ________________________
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Mod 1 Intro Adult Learning 2010/2011 Page 8 of 31

Post-Assessment for Learning Objective 1
Assignment 1 Objective 1
Instructions: In groups, discuss one or both of the topics below. Record your discussion points and be
prepared to share them with the larger group. You will have approximately 15 minutes to discuss and
record.

a) What is the best way to teach somebody how to rope?

b) How would you teach someone to scramble eggs?
c) What is your best teacher memory and why? (ie. What was it about this favorite teacher that made
her/him stand out?)

Results: You will find that the students will have created amongst themselves important and credible
information, and, most importantly, have taught each other in the process.

The same technique can be applied to topics which are more directly related to the class material. Each
group should come up with 4 main points of study to present to the group.

Assignment 2 Objective 1 (Be prepared to share your techniques with whole group)
Instructions: In small groups, determine how you would teach a group of learners to perform a
specific skill. Each group can select a skill of their choice. Some examples are provided below:

1. How would they teach students to place an intravenous catheter in the leg vein of an animal?
2. How would you teach students to perform pruning?
3. How would you teach students to practice safety in a chemistry or welding lab?

Note: You may use any techniques to teach the concept that you think would be effective.

Assignment 3 Objective 1

Instructions: The following YouTube videos provide valuable information about adult learning. These
videos illustrate how our world is changing and how this change impacts the world of education. Please
take some time to view or review these videos on your own.

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Participatory Learning for Learning Objective 2 NOTES
To successfully complete this Module Learning Outcome, you should be ________________________
able to explain the importance of identifying different learning styles and
use three of the more common learning style assessment tools to identify ________________________
learning styles in your classroom. ________________________
LEARNING STYLES ________________________

Every adult student has her or his own learning style. Learning style refers to ________________________
how the student prefers to receive material, and in what format she or he is best ________________________
able to interpret or use that material.
There are many aids available to assess student learning styles. Knowing how ________________________
our students prefer to learn can be a valuable asset in the classroom.
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BENEFITS OF KNOWING STUDENTS’ LEARNING STYLES
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Identifying student learning styles generates important knowledge for both ________________________
student and instructor:
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1. It reminds instructors that differences exist in the classroom and indicates
what types of learning styles are present in the classroom.
________________________
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2. It may identify to students how they prefer to learn, in a way that they
might not have recognized of themselves. Often students don’t realize that ________________________
they don’t learn well from printed notes, but remember much more from
visual images. It can be a bit of a revelation for them to realize that they ________________________
are not “dumb” because they don’t memorize written material well, but that ________________________
their mental pathways process information much better in other ways.
________________________
3. It helps students recognize and acknowledge that their classmates have
different learning styles. Some students are very frustrated with classmates ________________________
that learn in a different way than they do –because they do not recognize ________________________
that there are different styles of learning. If they can see that their group
members are learning in a different fashion, they will appreciate the ________________________
differences.
________________________
4. It is a great way to teach tolerance within a group of diverse people. When ________________________
the learning styles tools are used to point out the different ways there are to
learn, students often really enjoy trying to learn from the different methods ________________________
that other students use. It puts into practice the old adage: “Walk a mile
in my shoes.” ________________________
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Mod 1 Intro Adult Learning 2010/2011 Page 10 of 31

LEARNING STYLE ASSESSMENT TESTS
NOTES
From an educator’s point of view, the most important aspect of any of the
learning styles/personality theories is that people with different personality types ________________________
analyze, conceptualize, understand, and learn differently. There are many
learning styles assessment tools available. Here is a sampling of a few
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assessment tools that are available: ________________________
TRUE COLOURS ________________________

This is a very quick and easy testing method, which can be done within a ________________________
classroom very easily, and is fun for both students and instructors. ________________________
History: Another researcher of human behavior, David Keirsey, further ________________________
developed the work of Myers-Briggs. David Keirsey classified personality and/or
temperament into four types. ________________________
________________________
These four personality types respond differently to similar situations, and they
have different motives, needs, and drives. Keirsey’s work led to the development ________________________
of the True Colours theory of personality type.
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The concept of four distinct personality types actually relates as far back as ________________________
Hippocrates, who first described four different personality types. Hippocrates
identified the following four personality types: ________________________

1. The Sanguine--buoyant, cheerful, hopeful, optimistic, sunny

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2. The Choleric--angry, cantankerous, peevish, irate, testy ________________________
3. The Phlegmatic--languid, lethargic, listless, indifferent, passive
4. Melancholic--dejected, despondent, gloomy, morose ________________________
________________________
The actual colours that are used for the True Colours testing were chosen for
their direct association with various emotions: ________________________
Orange/red represents energy, and vitality ________________________
Blue represents calm
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Gold/yellow represents responsibility and loyalty
Green represents persistence and consistency. ________________________
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Mod 1 Intro Adult Learning 2010/2011 Page 11 of 31

Each of the four colours is used to indicate a personality type or learning style.
Through a series of scenarios, students identify which solution most appeals to
NOTES
them, are assigned points, and then grouped into a color scheme. The most
dominant color is generally the one that will best describe the personality type, ________________________
but there are often two colours which can have equal influence.
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Below are the characteristics associated with each of the four colours: ________________________
ORANGE/RED (Adventurous Orange) ________________________
• "Just Do It" Action-oriented.
• Quick-witted, Charming, Spontaneous ________________________
• Playful, Injects Fun into Work, Cheerful, Energetic ________________________
• Lives in Here and Now, Risk Taker, Creative
• Enjoys Diversity, Variety, Competition, Quick Thinking, Negotiator ________________________
• Performer, Accepts Challenges, Does Well under Pressure
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BLUE (Nurturer)
• Sensitive To Needs Of Others, Loyal, Seeks Harmony
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• Sincere, Expresses Appreciation, Idealistic, Romantic, ________________________
• Cooperative, Collaborative, Creative, and Artistic
• Caring, Caretaker, Team Builder and Player. ________________________
• People Person, Engages Others.
• Inspirational, Spiritual, Mediator, Peacemaker ________________________
________________________
GOLD (Traditional)
• Respects Authority Rules, Routines, Policies. ________________________
• Faithful, Dependable, Prepared, Efficient, Sensible and Practical
• Values Family and Traditions, Stable, ________________________
• Identifies with Groups. Strives for a Sense of Security.
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• Punctual, A Right Way to do Everything, Organized
• Evaluates Actions as Right or Wrong. ________________________
GREEN (Visionary) ________________________
• Looks Forward, Checks for Accuracy.
• Careful Planner, Systematic, Logical, Theoretical, ________________________
• Designer of Change, Inventive but Self Sufficient ________________________
• Persistent, Thorough, Intellectual, Inquisitive, Impartial.
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While the True Colours assessment tool is considered to be a personality test ________________________
rather than a pure testing of learning style, the correlations are parallel. The
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learning styles of each color group are tied to personality traits, and correlations
can be made from their associated characteristics to the learning or study styles ________________________
of individuals.
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ORANGE/RED: Orange students tend to be more kinesthetic and active
learners. These are the “hands on” students who thrive in a lab setting but ________________________
become easily frustrated in a lecture setting. They learn best by doing, and not ________________________
by reading, or even listening.
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Mod 1 Intro Adult Learning 2010/2011 Page 12 of 31

Orange students are very creative and social and like to engage in group work,
do oral presentations, or role playing. They tend to be outspoken in class, and
NOTES
will do well with a very interactive class setting. They are often very light-hearted
students, but they can often be disruptive to the rest of the class if they are not ________________________
stimulated to become involved in the class.
________________________
BLUE: Blue students are the peace makers of the classroom. They are very ________________________
people-oriented and do very well in groups. They are often very auditory
learners, as they are excellent listeners. They are purposeful in their goals, but ________________________
very sensitive to the emotions of others. They may find large groups very
intimidating, as they would prefer to avoid conflicts. Blue students are often very
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creative as well, and put a great deal of energy into projects or assignments. ________________________
GOLD/YELLOW: Gold people tend to be very visual learners. They usually ________________________
prefer to work alone, rather than in groups. They like material to be presented
very clearly, and in a very organized fashion. While they may work well in
________________________
groups, they tend to want to be leaders and are easily frustrated by ________________________
inefficiencies. Gold students want the requirements of a course to be very
clearly outlined and to know exactly what is expected of them in terms of ________________________
evaluations.
________________________
GREEN: Green students pay a great deal of attention to details. They are very ________________________
specific with assignments and want to be accurate with their answers. They are
not as likely to enjoy group work as some other students, and prefer to study or ________________________
work alone. Green students are very persistent and hard working, especially
when studying for exams or working on individual assignments. Green students ________________________
like to be in control of situations and have a clear understanding of the “big ________________________
picture”. They have a tendency to analyze situations very carefully. They typify
Lincoln’s quote: “We are about as happy as we make up our minds to be” ________________________
(Abraham Lincoln).
________________________
DVC LEARNING STYLE ________________________
DVC is a learning styles survey, which was written specifically for College ________________________
students. It was created by Catherine Jester, learning Disability Specialist for
Diablo Valley College in Pleasant Hill California. DVC is a copyrighted survey, ________________________
which is available free of charge at
________________________
http://www.metamath.com/multiple/multiple_choice_questions.html.
________________________
DVC appears to be a really neat system, and it would be very easy to implement
within a classroom. The only inconvenience is that it would have to be done in a ________________________
computer lab, but that is definitely something which can be arranged for ahead
of time. ________________________
________________________
The DVC method is also based on four learning styles:
a) The visual/vocal learning style ________________________
b) The visual/nonverbal learning style
c) The tactile/kinesthetic learning style ________________________
d) The auditory/verbal learning style
________________________

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a) The Visual/Vocal Learning Style
i. These people learn best when information is presented verbally and in a
NOTES
written format.
ii. They benefit from an outline of material or a listing on the screen ________________________
iii. They tend to prefer to study alone in a quiet room
iv. They appreciate written notes and/or textbooks as aids
________________________
________________________
b) The Visual/Nonverbal Learning Style
i. These students learn best when information is presented visually via ________________________
pictures or designs.
ii. They appreciate visual aids such as videos, slides, etc. ________________________
iii. They often like to draw maps or webs when studying to create a visual ________________________
picture – and will appreciate similar tools from instructors
________________________
c) The Tactile/Kinesthetic Learning Style
i. These students learn best when they can engage in hands-on activities ________________________
ii. They really appreciate lab components to a course or any opportunity for
physical movement during a lecture
________________________
iii. They enjoy hands-on demonstrations and in-class group activities ________________________
iv. These students usually like group study and interaction
________________________
d) The Auditory/Verbal Learning Style
i. These students take the most in from listening – both to an instructor or ________________________
to group discussions ________________________
ii. They benefit from group interactions, as they are more likely to
remember what was said, rather than what was written or what was ________________________
done.
iii. What is said in class is more important to them than what was in the ________________________
notes
iv. These students really appreciate stories that accompany lecture because
________________________
the stories make it easier for them to make connections. ________________________
As an instructor, you may ask your students to complete the DVC survey and ________________________
report their preferred learning style to you. You can then use this information to
develop and deliver lessons that address all the preferred learning styles in your ________________________
classroom. The DVC survey is available online at ________________________
http://www.metamath.com/multiple/multiple_choice_questions.html.
________________________
VAK: Visual, Auditory, Kinesthetic
The VAK learning styles model suggests that while most people possess a ________________________
dominant or preferred learning style some people have a mix of the three styles. ________________________
The VAK model identifies three learning styles:
________________________
Learning Style Description
and reading ________________________
ry ng and speaking ________________________
hetic ng and doing
________________________
Visual learning style involves the use of seeing or observing things. Visual
learners appreciate the use of pictures, diagrams, demonstrations, handouts, ________________________
videos, skits, etc.

Mod 1 Intro Adult Learning 2010/2011 Page 14 of 31

Auditory learning style involves the transfer of information through listening. NOTES
Auditory learners appreciate the use of lecture by another, reading, or teaching
themselves.
________________________
Kinesthetic learning involves physical experience. Kinesthetic learners ________________________
appreciate being able to touch, feel, hold, do, and engage in practical hands-on
experiences, i.e. lab work. The Kinesthetic learning style is often referred to as ________________________
'Physical', or 'Tactile', or 'Touchy-Feely'.
________________________
Based on a series of questions, the VAK model divides people into one or more
________________________
of the above learning styles categories. The VAK questionnaire and learning
styles explanation are available online at ________________________
http://www.businessballs.com/freematerialsinword/vaklearningstylesquestionnai
reselftest.doc ________________________
________________________
________________________

Mod 1 Intro Adult Learning 2010/2011 Page 15 of 31

Post-Assessment for Learning Objective 2

Assignment 1 Objective 2

Instructions: Using Appendix A, Scoring for Colours Word Chart, or Appendix B, True Colours
Scorecard

• respond to the word clusters as instructed.

• refer to Appendix C, True Colour Character Cards to read about the colour that most closely identifies
you.
• fill in Appendix D, Scoring Your True Colours
• join your colour group by moving to the location in the classroom designated by the facilitator.

Once in your groups, answer the following questions. Summarize your discussions and be prepared to
share your group responses with the whole group. You have approximately 15 minutes for this exercise.

1) What would you do with a million dollars?

2) What type of person do you prefer as your boss?
3) What type of person do you least like as a boss?

Post-Assessment for Learning Objective 2

Assignment 2 Objective 2

Instructions: Time permitting and computer lab available, have participants complete the online VAK
Learning Styles Self-Assessment Questionnaire available at
http://www.businessballs.com/freematerialsinword/vaklearningstylesquestionnaireselftest.doc

1. Have each participant complete the quiz, and determine what their most dominant learning style is.
2. Have the group divide themselves into 3 groups depending on their learning style:
Visual
Auditory
Kinesthetic
3. Once in your groups, discuss the following statement. Summarize your discussions and be prepared
to share your group responses with the whole group. You have approximately 15 minutes for this
exercise.

Things I don’t like, or behaviour or things what drive me crazy!

Mod 1 Intro Adult Learning 2010/2011 Page 16 of 31

Participatory Learning for Learning Objective 3 NOTES
To successfully complete this Module Learning Outcome, you should be
able to explain the seven principles of positive learning, and how they ________________________
might be implemented into the classroom.
________________________
How Can We Encourage Positive Learning?
Since adult learning involves so much more than the delivery of material, how
________________________
can we create an atmosphere of open and motivated learning within the ________________________
classroom?
________________________
Arthur Chickering and Zelda Gamson (1987) developed seven principles based on
“good teaching methods” research they conducted in various colleges and ________________________
universities in the United States. ________________________
A good learning environment creates a positive motivational atmosphere within ________________________
which the different learning styles of adult learners are recognized and within
which the learners feel both safe and valued. Such an environment encourages ________________________
learners to share their own experiences and thus enrich the learning of all
involved.
________________________
________________________
The 7 Principles of Positive Teaching:
Chickering and Gamson discovered that good teaching and good learning in a ________________________
classroom took place when the following conditions prevailed:
________________________
1. Students were encouraged to interact with faculty ________________________
2. Reciprocity and cooperation was encouraged among the students
3. The instructor encouraged active learning ________________________
4. The instructor gave prompt feedback ________________________
5. The instructor emphasized the time spent on tasks
6. The instructors communicated high expectations ________________________
7. The instructor respected the diverse talents and backgrounds, and ways of
________________________
learning of the individual students.
________________________
What Will These 7 Principles Do In The Classroom?
These principles are not unique new ideas, but rather are based on some very ________________________
effective forces in adult education. These principles, if followed, require students
to be ________________________
________________________
• Active in their own education
• Have high expectations of themselves and their classmates ________________________
• Be cooperative with their peers and their instructor
• Interactive within their class of peers and their instructor ________________________
• Open with their life experiences
________________________
• Be responsible for their own learning
________________________
________________________
________________________

Mod 1 Intro Adult Learning 2010/2011 Page 17 of 31

How Can These 7 Principles be Applied within the Classroom?
NOTES
1. Encouraging Contact between Student and Instructor:
Studies have shown (e.g. Lakeland College Noel Levitz survey 2008) that ________________________
student/instructor interaction has a huge effect on student satisfaction with
________________________
their education and student retention at the college level. When students
feel that their instructors genuinely care about their success, they are ________________________
motivated to be persistent in their studies.
Student contact can take place both within the classroom and/or outside the ________________________
classroom, in areas such as clubs, or other student extracurricular activities.
________________________
Within the classroom, as our exploration of learning styles indicates, a ________________________
strictly lecture environment--instructor talks, students write--is not always
conducive to student contact. Breaking into smaller groups and having ________________________
interactive sessions within the classroom, helps to create a more informal,
and inviting environment for the student. ________________________
Getting to know faculty on a more personal level helps increase the students’
________________________
sense of safety, and gives the feeling that he or she is not alone in the
learning process. It may also motivate students to look farther down the ________________________
road than just their current course – and often opens discussions to future
endeavors. ________________________
________________________
2. Development of Reciprocity and Cooperation among Students
Good learning occurs in a collaborative and team environment rather than ________________________
just relying on the students’ own individual and isolated efforts. Working
with others increases the involvement of everyone and encourages more ________________________
passive individuals to become involved in their own education.
________________________
Being able to openly discuss their own experiences gives students a chance ________________________
to share some of their prior life learning. It often creates common bonds of
experience that help bring a group of students together. ________________________
Working with others, also gives students a chance to “teach” others in their ________________________
group, and to be taught by them, which increases the learning level as a
________________________
whole.
________________________
When students enter the work force, in whatever field, they will not be
working in isolation, and group work within a classroom helps also to ________________________
develop social skills required to be interactive in the workplace. Students
learn to respond to others’ ideas, and sharing ideas helps to increase ________________________
understanding of the subject material. ________________________
3. Encouraging Active Learning ________________________
Active learning means moving away from the traditional model of “instructor
in front, students in back” – where material is given out by the instructor ________________________
and regurgitated by the student. ________________________
________________________
________________________

Mod 1 Intro Adult Learning 2010/2011 Page 18 of 31

 According to the Noel Levitz study* – students with an average of 75 percent
in a course taught by traditional instructional methods (instructor
NOTES
lectures/students regurgitate subject matter) who were tested four months
after the course ended were found to have retained only 8% of the material! ________________________

Using active learning strategies which involve the students in their learning
________________________
tended to produce much higher levels of retention for longer periods of time. ________________________
Examples of active learning include group projects and presentations,
relating past experiences to material being covered, projects which require ________________________
an interpretation of material or application of learned material to their own
lives. ________________________
________________________
*Personal source: Phil Allen; Director of Marketing, Lakeland College
________________________
4. Prompt Feedback
In order to keep learning, students have to know what they know !! They ________________________
need timely feedback on their performance – whether it be on written
________________________
assignments, group projects, or class participation. In order to improve, they
need to know where there weaknesses lie. ________________________
They need opportunities for assessment, and they need a timely response to ________________________
their assessments. A timeline of three to seven days would be appropriate for
a return of evaluation. Not handing back evaluations or exams, or whatever
________________________
means of evaluation was used with a quick turnaround, negates the ________________________
beneficial affects of the evaluation.
________________________
E.g. Handing back a midterm exam three weeks after it is written, causes
frustration to students, because their memory of the material at this point is ________________________
not as focused as it was immediately after the exam. Their desire to correct
________________________
their errors, and recognize where they went wrong has faded, as they have
moved onto new material. ________________________
Learners should also be encouraged to do self evaluation in terms of meeting ________________________
the class goal. Instructors should assist learners to be fully cognizant of
what is required in order for them to be successful in the course.
________________________
________________________
5. Emphasize Time on Tasks
One of the biggest problems students have when they enter into a college ________________________
program is time management. Many students have never been away from
home before, and they find the relative freedom very hard to manage. Most ________________________
do not have the experience to know how much time is required to study for ________________________
their first exam, or to allot to their first project. Giving realistic timelines for
project or assignment completion is very helpful. ________________________
We have to ensure that students have enough time for the assignment. To ________________________
ensure sufficient time, we need to have an overall idea of how busy the
________________________
students are in their other classes. We have to remember that we do not
exist in our own vacuum – our class is only one of many that students have, ________________________
and our assignments only a small part of the big picture for the student.
________________________

Mod 1 Intro Adult Learning 2010/2011 Page 19 of 31

 Giving the student an idea of how much time you, the instructor, would
expect the assignment to take can be a very useful guide for the student.
NOTES
Also, clearly articulating how the assignment will be evaluated, and what the
total value is, guides the student as to how much time and effort is required ________________________
in each area of the assignment
________________________
E.g. You assign a group project for presentation in a three week time period. ________________________
The following breakdown is discussed with the learners:
________________________
The project is worth is 25 marks and will be evaluated on
________________________
Content of material 15/25 marks ________________________
Presentation of material by students 5/25 marks
Creativity of presentation 3/25 marks ________________________
Appropriate references used 2/25 marks
Total 25/25 marks ________________________

This detail gives learners a clear idea of where the majority of their time
________________________
should be spent – on the content of the material and their presentation ________________________
techniques (20/25).
________________________
We might further suggest to the learners that a project of this size (worth
25% of their overall mark) would be expected to require 20-25 hours of ________________________
labor for completion. ________________________
6. Communicating High Expectations ________________________
Build it and they will come…… expect more, and you will get more. Raising
the bar for students challenges them to meet it. It brings the lower- ________________________
performing students up to a higher level and challenges the students who
________________________
are already there. Don’t ever be afraid to have high expectations of the
students as long as they are clearly articulated to the student!! Students will ________________________
give what is required, as long as they clearly know the requirement. As in
setting time for tasks, and making expectations clear, if the students know ________________________
what is expected, they will rise to the task. When students realize that the
instructor has high expectations of them – they will also feel that the
________________________
instructor believes that they can accomplish these expectations. It helps to ________________________
create a bond between the instructor and the student, as they strive for a
common goal. ________________________

7. Respect Diverse Talents and Ways of Learning ________________________

Students bring different experiences and talents to the classroom. Some ________________________
students are technically gifted, and others are very academic. Some students
thrive on the written word; others require very visual lectures, while others ________________________
simply will not put concepts together until they can practice them in a lab
situation or real life. ________________________
________________________
By creating different methods of passing on material, we can try to engage
all these different types of learners. By encouraging group discussion, we can ________________________
bring out the life experiences of some which might be a learning situation for
others. ________________________

Mod 1 Intro Adult Learning 2010/2011 Page 20 of 31

 There is much lecture material required in a course, which simply has to be NOTES
given in a methodical written or lecture format. Depending on the type of
course, there are some topics which make for great discussion, and other
areas which are simply the passing on of terminology or basic material ________________________
required. ________________________
If the material allows it, frequent breaks for group discussion will give the ________________________
learner a chance to discuss and absorb. If the material is less suited for
discussion, then frequent reviews of the material using creative devices ________________________
encourages the students to go back and review the material. E.g.
________________________
Crossword puzzles based on student notes are a fun way to have students
review their notes to find the answers. ________________________

Mod 1 Intro Adult Learning 2010/2011 Page 21 of 31

Post-Assessment for Learning Objective 3

Assignment Objective 3

Instructions: As an overview of this module, we will play a game of Jeopardy. Instructions on how to
play the game are described in Appendix E, Jeopardy Game

In small groups, you will have a few minutes to review your notes and the NFO binder content for Module
1 Introduction to Adult Learning.

The Game Categories:

1. Adult Learners
2. Learning Styles
3. 7 Principles

There are prizes for the winning team!

Mod 1 Intro Adult Learning 2010/2011 Page 22 of 31

Summary NOTES
Working with adults as they pursue their education is a rewarding experience.
________________________
Recognizing their different learning styles and engaging them in the learning
process creates a dynamic atmosphere and enhances learning for everyone. ________________________
Take the time to discover your own learning style preference and that of your
students. Use this knowledge to create a genuinely unique and worthwhile ________________________
learning environment.
________________________
We must teach to all our students and involve all learning styles within the ________________________
student group.
________________________
We need to use a variety of instructional techniques so that all students are
engaged in their learning. You will hear more about active learning strategies in ________________________
Module 10 Active learning Strategies.

Summary Activities

On your own time, complete all three surveys discussed in this module. Compare your results
from all three surveys (True Colours, VAK, DVC). Do the results reflect your preferred learning
style? Is there consistency amongst the results? How will you address the issue of different
learning styles in your classroom?

Mod 1 Intro Adult Learning 2010/2011 Page 23 of 31

 Appendix A
Scoring for Colours Word Chart

Instructions: In the space provided, rate the word clusters in each row from one through
four. Four (4) representing most like you, and one (1) representing least like you. Add the
columns to determine which colour best describes your personality.

Column 1 Column 2 Column 3 Column 4

Active Parental Traditional Authentic Versatile Inventive
Opportunistic Responsible Harmonious Competent
Spontaneous Compassionate
__________ __________ __________ _________
Competitive Practical Unique Curious
Impetuous Sensible Empathetic Conceptual
Impactful Dependable Communicative Knowledgeable
__________ __________ __________ __________
Realistic Loyal Devoted Theoretical
Open-Minded Conservative Warm Seeking
Adventuresome Organized Poetic Ingenious
__________ __________ __________ __________
Daring Concerned Tender Determined
Impulsive Procedural Inspirational Complex
Fun Cooperative Dramatic Composed
__________ __________ __________ __________
Exciting Orderly Vivacious Philosophical
Courageous Conventional Affectionate Principled
Skillful Caring Sympathetic Rational
__________ __________ __________ __________

Total
__________ __________ __________ __________
Orange Gold Blue Green

Mod 1 Intro Adult Learning 2010/2011 Page 24 of 31

 Appendix B
True Colours Scorecard

Instructions: In the space provided, rate the word clusters in each row from one through four.
Four (4) representing most like you, and one (1) representing least like you. Add the columns
to determine which colour best describes your personality.


Orange
 Gold

Blue

Green

Active Organized Nice Learning

Variety Plan Helpful Science
Sports Neat Friend Privacy
Fun Clean Caring Curious
Action On-time People Ideas
Contests Hones Feelings Questions
Quick Helpful Kind Independent
Playful Trustworthy Understanding Exploring
Adventurous Dependable Giving Doing well
Busy Follow rules Sharing Thinking
Free Useful Getting along Solve problems
Winning Save money Animals Challenge
Exciting Pride Nature Books
Lively Tradition Easy going Math
Hands-on Do things right Happy endings Making sense

Total Total Total Total

Mod 1 Intro Adult Learning 2010/2011 Page 25 of 31

 Appendix C
True Colour Character Cards

ORANGE
These are sensory perceptive people and above all, they must
be free to act.
The following words and phrases that best characterize them:
TEST THE LIMITS  FREE SPIRIT  GREAT IN A
CRISIS  NEEDS VARIATIONS  LOVES TOOLS
 ENDURANCE  BOLDNESS  EXCITING 
LIGHT-HEARTED  FULL OF FUN  PERFORMER
& ENTERTAINER  WAITING IS
PSYCHOLOGICAL DEATH  DO IT NOW 
TODAY IS TODAY  ONLY TEMPORAIRLY
DEFEATED  SPONTANEOUS REALATIONSHIPS
 CLUTTER IS ACCEPTABLE  GENEROSITY 
SHARING

BLUE
These are intuitive feeling people and above all, they must be
authentic.
The following words and phrases that best characterize them:
SEARCH FOR SELF  PURPOSE IN LIFE IS TO
HAVE A PURPOSE IN LIFE  STRIVE TO BE IN
HARMONY WITH INNER SELF  MAKING A
DIFFERENCE IN THE WORLD  DEVOTED TO
RELATIONSHIPS  SPIRITUAL 
ROMANTICIZE THEIR EXPERIENCES 
INTERESTED IN PEOPLE WATCHING  SEES
POSSIBILITIES IN PEOPLE  CULTIVATES
POTENTIAL IN OTHERS  SENSITIVE 
EMOTIONAL  AFFECTIONATE  ETERNAL
COMMITMENT TO LOVE
Appendix C Continued
Mod 1 Intro Adult Learning 2010/2011 Page 26 of 31
 True Colour Character Cards

GOLD
These are sensory judging people and above all, they must be
of service.
The following words and phrases that best characterize them:
USEFUL  NO FREE LOADERS  STRONG WORK
ETHIC  PARENTAL ATTITUDE  COMPELLED
TO BE BOUND AND OBLIGATED  SHOULD BE
RULES  BE PREPARED  LIST MAKER 
RESPONSIBLE  ORGANIZED  DETAILED
ORIENTED HATES WASTING TIME  RIGHT
AND WRONG  COMMITMENTS  QUESTIONS
CHANGE  TRADITIONAL  DEPENDABLE 
PUNCTUAL  SCHEDULES  PREDICTABLE

GREEN
These are sensory judging people and above all, they must be
competent.
The following words and phrases that best characterize them:
LOVE OF INTELLIGENCE  STORES WISDOM 
OBSESSED WITH LEARNING  CAN NEVER
KNOW ENOUGH  NEED FOR CONTROL 
QUALIFIED LANGUAGE PATTERN  SEES THE
BIG PICTURE  MUST UNDERSTAND OBJECTS
AND EVENTS  INDIVIDUALIST  BELIEVES
THINGS ARE OBVIOUS TO ALL  SPECUALTES
ON OTHERS’ MOTIVATIONS  OFTEN TOO
ABSTRACT FOR OTHERS  OFTEN OBLIVIOUS
TO OTHERS’ EMOTIONS  THINKS THROUGH
RELATIONSHIPS CAREFULLY

Mod 1 Intro Adult Learning 2010/2011 Page 27 of 31

 Appendix D
Scoring Your True Colours

Now that you have sorted your Character Cards and discovered and read about
yourself, does your colour spectrum reflect your image of yourself?

Write your colour spectrum below. If you are unable to do so at this point, try
repeating the process for additional clarity. Or, you may ask people who know
you well just how they see you.

My Brightest Colour

_______________________________
The colour of your highest total.

My Brightest Colour is Shaded With

___________________________
The colour of your second highest total.

And

________________________________
Colour of your second lowest total

With a Pale

_____________________________
Colour of your lowest total

Mod 1 Intro Adult Learning 2010/2011 Page 28 of 31

 Appendix E
Jeopardy Game

Module 1 Facilitator:

1. Allow the participants a few minutes to review the material covered in

Module 1 Introduction to Adult Learning.
2. Divide the participants into three teams.
3. Using tape, place the three categories headings (Adult Learners, Learning
Styles, 7 Principles) along the top of the whiteboard.
4. Tape the five questions in order of value ($100, 200, 300, 400, 500)
underneath the appropriate category.
5. Cover up the questions with the $ value signs
6. Mentally select a number between 1 and 20. Have a member from each
team guess at the number you selected. The team closest to the number
starts first, next closest goes second and so on.
7. The first team selects a category and a $ amount.
8. The question is posed to one member of the team only and that individual
has one minute (or whatever timeframe is chosen prior to the game) to
answer.
9. If the team member is unable to answer the question within the timeframe,
the question is then opened to the other two teams. The team members
can confer and whichever team comes up with the correct answer wins the
points.
10. If a team gets the answer correct on the first attempt, that team is allowed
to win three questions in a row before the questions are automatically
moved on to the next team.
11. When all the questions have been asked, the $ amounts are added up for
each team and the winning team is determined.
12. Prizes are awarded.

Note: where are the questions referred to in #4??

Mod 1 Intro Adult Learning 2010/2011 Page 29 of 31

 References

1. Chickering, A. W. & Z. F. Gamson. (1987) "Seven principles for good practice in

undergraduate education" American Association of Higher Education Bulletin pp.3-7

2. DVC Learning Style Survey for College Students

http://www.metamath.com/multiple/multiple_choice_questions.html
http://www.metamath.com/lsweb/dvclearn.htm

3. Knowles, M. (1980). The modern practice of education: From pedagogy to andragogy.

Chicago: Follet Publishing. (http://www.infed.org/thinkers/et-knowl.htm)

4. Lindeman, E. C. (1926a) The Meaning of Adult Education, New York: New Republic.
Republished in a new edition in 1989 by The Oklahoma Research Center for Continuing
Professional and Higher Education.

5. Mazur, E. (1997). In Science Teaching Reconsidered - A Handbook, Committee on

Undergraduate Science Education, Washington, DC: National Academy Press.

6. Multiple Intelligence Learning Styles:

http://www.businessballs.com/freematerialsinexcel/free_multiple_intelligences_test.xls
http://www.businessballs.com/freematerialsinexcel/free_multiple_intelligences_test.xls

7. Selman, G. M. Selman, M. Cooke, & P. Dampier. (Eds.). (1998). Terms and Functions. In
The Foundations of Adult Education in Canada. Chapter 1. Toronto: Thompson Educational
Publishing Inc

8. True Colours:
http://www.mytruecolors.com/truecolormeaning.asp
http://www.winning-solutions.com/Trainings/True_Colors/gold.html
http://www.uen.org/Lessonplan/preview.cgi?LPid=12851

9. UNESCO, Recommendation on the Development of Adult Education, published in Canada

(Ottawa: Canadian Commission for UNESCO, 1980 [1976]) p.3.

10. University of Toronto. Department of Adult Education, Community Development and

Counselling Psychology. (http://fcis.oise.utoronto.ca/~daniel_schugurensky/faqs/qa1.html)

11. VAK Testing:

http://www.businessballs.com/freematerialsinword/vaklearningstylesquestionnaireselftest.d
oc

Mod 1 Intro Adult Learning 2010/2011 Page 30 of 31

12. YouTube videos:
a. Did You Know? (8:19 minutes)
http://www.youtube.com/watch?v=pMcfrLYDm2U&feature=related

b. Adult Learning Video (7:51 minutes)

http://www.youtube.com/watch?v=UZBsyIPLI1A

c. Adult Learning Environments 2007 (4:16 minutes)

http://www.youtube.com/watch?v=7bKLCA9pT8A

d. Learning Styles (48 seconds)

(http://www.youtube.com/watch?v=I39LPOYfE5c&feature=related

e. Learning Styles (VAK)

http://www.youtube.com/watch?v=cX0teReijUk

Mod 1 Intro Adult Learning 2010/2011 Page 31 of 31