To facilitate the learning process for adults, it is important to understand the characteristics of adult learners, the differences between youth and adult learners, and the appropriate strategies for teaching adults.
Goals are often described as learning expectations. They represent the knowledge, concepts, and skills all students should master, and are generally aligned to . Within the UDL framework, goals themselves are articulated in a way that acknowledges learner variability and differentiates goals from means. These qualities enable teachers of UDL curricula to offer more options and alternatives—varied pathways, tools, strategies, and scaffolds for reaching mastery. Whereas traditional curricula focus on content or performance goals, a UDL curriculum focuses on developing “expert learners.” This sets higher expectations, reachable by every learner.
Characteristics of the learner – HSC PDHPE
The broad spectrum of students - and perhaps the society as a whole - would be better served if disciplines could be presented in a numbers of ways and learning could be assessed through a variety of means." The learning styles are as follows:
When it comes to learning, adults are not over sized children
This theory has emerged from recent cognitive research and "documents the extent to which students possess different kinds of minds and therefore learn, remember, perform, and understand in different ways," according to Gardner (1991).
ETS :: Test Preparation Resources
While the basic principles of teaching and learning apply to both teaching youth and teaching adults, there are key differences when working with each group.
Learner as Teacher – Reflections on teaching and learning
In addition, adult learners are relevancy and practice oriented. Adult learners must see a reason for learning something. Learning must be applicable to their work or other responsibilities to be of value to them.
Gardner's Multiple Intelligences
Researchers at the National Alternate Assessment Center designed the Learner Characteristics Inventory (LCI) to describe the characteristics of students who participate in the AA-AAS. The Learner Characteristics Inventory Project Report presents baseline data results collected as part of the validity evaluation for the National Center and State Collaborative (NCSC) project across all of the 18 core partner states. This report explicates nine implications for consideration in using LCI data in developing a new summative assessment within an accountability system augmented by curricular, instructional, and capacity building materials and supports. For further information on findings and implications, please download the report below.