1)      I need to know what, why, and how

2)      Involve me in the process of decision making

3)      Value my experience

4)      Connect my learning with my life

5)      I have my own reasons for learning: internal pressure, self-esteem, quality of life.
Even though the book is not a complete picture to adult learning education, it is a guide to get us started on this process.

Following this principle, the authors use case studies to motivate us to examine each assumption described by Knowles:

1) Case 1 “Mr. PowerPoint” presents the story of a professor who likes to use slides to present his classes and doesn’t allow for student participation or questioning. It reminds us that adults need to know why they need to know something.

2) Case 2 “Teacher Seminar” presents the story of a group of teachers who are given lectures and not tasks and addresses the need for adults to be task-oriented in their learning. It also encourages educator to be more interactive to engage adult learners.

3) Case 3 “The Clinical Experience” presents the story of a professor using a lab for medical students to help them have a learning experience that reflects real life. This will be memorable for students and promote meaningful learning. This helps learners bring their own experience to class and combine it with new learning experiences.

4) Case 4 “Hurry to Class” presents the story of a professor who engages students with an activity at the beginning of each class and motivates everyone to be on time and participate. Here we are presented with the principle of self-directed learning, which helps adult learners make their own decisions about their learning. 

5) Case 5 “Fear Factor” presents the story of a professor that is feared by everyone because he attacks anyone who criticizes him. This reminds us that people learn best when there is no fear, and that adults learn better when their efforts are rewarded and valued, not criticized or attacked.

6) Case 6 “Part of the Team” presents the case for transformative learning, learning experiences that change the way students act, not just in the classroom, but in their own life. 

7) Case 7 “Constructive Knowledge” presents the case for constructivism or learning by doing and interacting. These ideas are based on Dewey, Bruner, Piaget, Vygotsky, and Gardner, and remind us that in learning, there needs to be a relation between human knowledge and social experience. Specially languages, are best learned when interacting with others.

With all this in mind, teachers must consider the kind of learning experience they want to provide their adults learners with a clear and valid reason to attend class. Teachers must have clear objectives for the learning outcomes they expect from their learners. Teachers need to be patient, there is a lot of content to teach, but remember, you can’t teach it all! Identify the most important objectives, communicate them to students and take advantage of students’ experience. Also, teachers need to make the learning experience relevant to students so that they can move from just acquiring formal knowledge to applicable knowledge. 

The authors present different strategies to manage a class, so that students have a more relevant role in the learning process:

 

In summary, planning is key to provide a meaningful learning experience. Always plan with the end in mind, explain relevance, create rich learning environments that promote learning and include reflection and assessment at the end. 

 

1)      Do they know I value their ideas?

2)      How do I respond to questions and challenges from learners?

3)      Do I offer students a chance to chose how they learn and are evaluated?

4)      Do I ask questions that promote learning?

5)      How have I adapted my class based on students’ feedback?

Adult learners need a sense of ‘ownership of their learning process. They need guidance in their learning process, but with enough freedom to feel they have some control over their learning. It is important to negotiate some of the assignments with students. That’s why an adult classroom looks more like a meeting room than a traditional class. 

They more we challenge and motivate our students, the better chances they get to learn something. 

The Mirror: Reflecting on ourselves. Students evaluate their performance on a specific assignment to identify their best practices in learning.

The Microscope: reflecting on the small things and their connection with the big picture. 

The Binoculars: to bring into focus the distant things (climate, politics, etc.) affecting my learning.

They can achieve these reflections through different activities, like lists, letters to a newspaper, opinion letters, newspaper article, etc. The objective is to motivate learners to use their own experience to solve a real problem and make the learning experience meaningful.

 

Being fair: although this is a subjective term, the main idea is to be mindful of your teaching decisions and values when asking your students to learn something, be open to suggestions, and create a learning community with learners and other teachers to promote meaningful learning.

 

Being Fresh: this is an open invitation to be a life-long learner. Sometimes, as teachers we think that we ‘know it all’ that we have all the answers, but things change quickly nowadays, and we must find ways to keep ourselves updated. 

 

Providing food for thought: challenge students with new ideas, invite them to think outside the box and promote creativity.

 

Providing a foundation for far-reaching opportunities: be a bridge, connect the present to the future possibilities that your learners might have once they complete their learning program and can be transformed by the power or education. 

The Power of narratives for adult learners: adult learners have their own life experiences, stories, and tales to tell. Use that to motivate your class to participate and learn.

Fictional narratives: take advantage of the great number of fictional books and stories written to enrich your learning environment. My students love “Reading Fridays”, where they select a book we can read and discuss in class.

History: history gives our students context to life events. Use historical facts to write letters, read books, and discuss current events. 

Music: music is a great tool for learning, it connects students’ life experiences and preferences with learning. It’s very personal and it can be practiced anywhere. 

Internet: There are many resources that can be used in class and outside. 

Movies and Television: This is a great tool for learning languages. It’s a good way to practice and learn.