Rebecca Lartigue

For me, the most important advice from this chapter that I can implement in my work with adult learners is validating and building off their past experiences and knowledge. Confidence can be a struggle for that segment of adult learners who have been out of the classroom for a while. The more I can work from an asset model, connecting course material to their past experiences and to their future goals, the better. 

This chapter provided some language for identifying learning style preferences and types of learners. While I do agree that teachers should provide instruction that appeals to a variety of learning styles, in my experience, these labels can be extremely limiting for students, because they risk thinking of themselves as just one type of learner. As a result, some students can be closed to trying other learning styles that could benefit them.

I've learned more about what motivates adult learners. In my ongoing work with adult learners, I hope to find ways for them to "[apply] knowledge immediately," and I plan to provide them with "the reason for learning something" (Knowles). I also plan to identify opportunities for adult students to "direct [their] learning process" (Rogers). I will also continue asking students to self-evaluate (Rogers). 

I'm drawn to how culturally-specific Havighurst's and Levinson's stages are. While some of their stages do seem "universal," these checkpoints are (and, historically, have been) slightly different for different people in different times and places. 

I'm also curious to learn more about Erikson's "crises" (the one example of early childhood development was intriguing), though I find his vocabulary revealing ("crisis" versus "opportunity" or "threshold").

I've learned that processing and organizing new information may take adult learners a little more time than it takes younger learners, but that they have the capacity to master new information. I've had confirmed the fact (observed in my personal experiences) that they typically have a wide range of motivating factors, many of which are more characteristic of adult learners; and I've had confirmed that the challenges they face in learning are often about their circumstances / their larger contexts.

For me, the most useful advice concerned communication, specifically giving efficient, effective feedback as well as frequent, friendly reminders. I will continue my commitments in this area. 

I also appreciate the suggestion of having students share their knowledge (especially problem solving / trouble-shooting tips) with each other via forums. I will try to encourage my students to do this in an open forum space on my LMS. However, many students are unwilling to post in a non-graded forum, so the challenge will be to tap their intrinsic motivation.

Finally, one small, concrete tip that I intend to add to my… >>>