Adults learn best when direct application is not incidental but is planned, deliberate outcome with opportunity to practice.
TIPS
Identify opportunities to apply that can happen in the next 24 hours.
Prepare for specific practice opportunities.
Organize a check-in system for feedback after next practice session.
Prepare for self-reflection of the practice session with a checklist, [...]
Adults want to reflect on new information and integrate their life experiences and background knowledge.
TIPS
Encourage them to speak about how new relates to what they know.
Provide time in session and between sessions for self-reflective journaling.
Ask how this new information relates to their life experiences.
Provide a diagram to map new information with [...]
Adults like variety and find satisfaction in making decisions about their learning experience including tasks, break and schedules.
Combine from these tools—vary for your unique situation:
Presentation
Demonstration
Activities
Games
Diagrams and charts
Discussion
Personal experiences
Role-plays
Scoring and surveys
Tips
Reviewing sample work
TIPS
Add variety by cycling through tell-show-do types of activities.
Change tools and teaching/presentation/coaching methods.
Build agenda and plans with the participant/coachee.
Questions to Ask [...]
Adults are anxious to experience success in reaching solutions to problems in an atmosphere of cooperation.
TIPS
Discover what problem your coachee/participant needs to solve
Anchor motivation to positive outcome, “ How would it be if you solved
this ____ problem?” “ Would it be worth it to you to solve this?”
Have testimony from someone who has solved the [...]
Adults typically have strong needs to accomplish their own learning agendas.
TIPS
Build the agenda for the session with participant/s
Ask participants to set their own goals and expectations
Show options for process and let participants select their favorite
Provide choices for learning modalities and follow their lead
Tie back activities to individual requests
Questions to Ask [...]
