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Program
tool 7. How adults learn
Keep in mind the following important points about how adults learn:
| 1. Adults are motivated to learn when they are solving a problem that matters to them. Try to think about the typical problems and questions your group may have and plan your presentation to help them address these issues. |
| 2. Adults want to apply what they learn. Include exercises that allow people to practise new skills. |
| 3. Adults want to maintain their self-esteem. Be careful how you provide feedback. Never single out, embarrass, punish or ridicule anyone. |
| 4. Adults are concerned with details. Instructors should allow for frequent questions. |
| 5. Adults do not like sitting for long periods, so plan for frequent breaks. A good rule of thumb is to allow a 10 minute break for every hour of instruction. |
| 6. Adults learn better in a comfortable setting. Make sure you provide comfortable seating, a comfortable room temperature, good lighting, and refreshments breaks. Select a room that is free of distractions and disruption. |
| 7. Adults have a lot of valuable life experience that others can learn from. Make sure you ask adult learners to offer their suggestions. The instructor should never feel the need to assume the role of lone expert. The combination of skills, knowledge and experience within a group of adults provides rich learning opportunities. |
| 8. Keep the environment supportive and fun. |
| 9. Adults learn from others’ experiences, so learning in a group is helpful. Sharing personal stories about falls or exercise, or watching other older adults in videos can help your members see that the issue really affects them. |
| 10. Repeating information helps people build their knowledge, skills, confidence. Repetition may, over time, also change attitudes. Key information can be repeated through personal conversations, posters, videos, pamphlets or articles in newsletters. Special guests and professionals can repeat the same message with great credibility. |
| 11. Repeating activities is also important. For example, provide opportunities to practice the correct way of using a cane, or regular opportunities to practice simple stretches. This helps to build people’s confidence and their skills. |
 We remember:
20% of what we hear
30% of what we see
50% of what we see and hear
70% of what we hear, see and talk about
90% of what we hear, see, talk about and do something about.
From: Wiman, R.V. & Meierhenry, W.C. (Eds.) (1969). Educational media: Theory into practice. Columbus, OH: Merrill
| Active Independent Aging was a joint venture between the University of Ottawa and the Public Health and Long-term Care Branch, City Of Ottawa. For more information please visit our website at: www.falls-chutes.com. Funding provided by Health Canada/Veterans Affairs Canada Falls Prevention Initiative. The views expressed herein do not necessarily represent the official policies of Health Canada, Veterans Affairs Canada, the University of Ottawa and the Public Health and Long-term Care Branch, City Of Ottawa. The information in this handout is current as of 2004. |
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