Having a variety of life experiences is one way adults differ from children. Thus, educators must build upon that experience, or at the very least, integrate it into the curriculum. For example, effective adult literacy classes incorporate issues adults deal with in everyday life and work. Parenthood should be acknowledged, as well as years spent in the workforce. Teachers should also include opportunities for adult students to contribute their unique knowledge to the class.
Adult learning must be relevant to the students in two ways. First, it must meet an immediate need, whether that is to learn reading skills, obtain an advanced degree or gain a certification. The need may be merely to obtain additional information to do one's job, as in a workshop. This aspect of relevancy increases learner motivation. Second, adult learning must be culturally relevant. "Increasing the congruence between learning preferences and needs based on the cultural backgrounds of learners and approaches to teaching and learning employed by adult educators is crucial," says Donna Amstuz, associate professor of adult education at the University of Wyoming. Culturally-relevant learning can increase adult buy-in and make the material more accessible. If teachers understand cultural differences, teaching styles can be adapted as needed. For example, in an English as a Second Language class, teachers may find that some students from other cultures respond better to direct instruction. Others learn more effectively when instruction includes plenty of social interaction.
Learning should be active. Active learning is defined as "a planned series of actions or events to invite the participant to process, apply, interact and share experiences as part of the educational process," according to the adult education experts at Penwell Dental Group. There are many ways that teachers and trainers of adults can make learning active, as opposed to resorting to the tired lecture model. Students can engage in cooperative learning activities, such as jigsawing (a method used to read, share and discuss information) or Think/Pair/Share---a quick way to stimulate and then evaluate ideas. Simple discussion groups also meet most adult learners' need for active learning. The interaction these activities generate enhances learning.
Differences exist in any classroom, whether in learning styles, abilities, knowledge and perhaps even age. Some students struggle with reading and math skills, while others do not. Some struggle with learning disorders like dyslexia, so teachers must be sensitive to this reality and be prepared to offer accommodations.Teachers must continually assess student understanding to ensure that all are grasping the content. Everyone also learns differently, so teachers should vary their methods to accommodate auditory, visual, spatial and hands-on learners.
Adult education is purely voluntary. No adult learner, unless in prison, is required to attend a class. Granted, workshops and other continuing education may be job requirements, but the adult chooses to stay at the job and voluntarily attend the necessary training. Likewise, adults choose to get advanced degrees, enroll in literacy classes and achieve certifications. Teachers must make content relevant to students' needs, because with choice comes the ability to also walk away from the class. When teachers recognize an adult's presence in class is purely voluntary, it can lead to an atmosphere of mutual respect crucial to adult learning.