The document discusses principles of adult learning and how teaching adults differs from teaching children. Adults are more self-directed learners who need to understand why they are learning something. They also have more life experiences that influence their perspectives. Effective teaching of adults requires building on prior learning through respectful methods that acknowledge different learning styles and time commitments. Understanding adult learning principles helps teachers facilitate learning by addressing the characteristics of adult learners.

1. Presented By BSED 1A Group 2
PRINCIPLES OF ADULT LEARNING
EDUCATION
TECHNIQUES FOR
LIFELONG LEARNING

2. Introduction

3. The adult education literature supports the idea
that teaching adults should be approached in a
different way than teaching children and
adolescents (preadults). Many aspects of
effective teaching apply to all age groups.
However, adults have had more life experiences
and in many ways are differently motivated than
children.
Introduction

4. Adults are more self-directed in their learning and
have a greater need to know why they should learn
something. They have set habits and strong tastes.
They may have prejudices, which are detrimental to
the learning environment. They want a choice in
what they learn. These characteristics of adult
learners can be addressed in the learning
environment to optimize learning
Introduction

5. Understanding the principles of adult learning can
help teachers become better facilitators of
learning. The importance of these principles is
recognized in educational and business settings (1).
This article discusses the differences in how adults
and preadults learn, the science of adult learning
principles, and how these principles can be
applied to radiologic education.
Introduction

6. Problem

7. Teaching students of different ages
are more difficult to implement
pedagogy, or teacher-centered
learning methods, as these are
more formulaic and follow a
certain pattern meant for a young
age group of students.
Problem

8. This would put adult learners who
have more and diverse life
experiences to a disadvantage
since such experiences have
influenced and changed their
perspectives, and they are already
at the other end of the learning
spectrum, which is andragogy. They
would now require more than just
pedagogic teaching methods as a
means of learning.
Problem

9. Methodology

10. This research was
conducted to support
the idea that teaching
adults should be
approached
differently than
teaching children and
adolescents (pre-
adults).
Methodology

11. Findings

12. In two different studies,
researchers found that Teachers
believed adults to be
significantly more intellectuality
curious, motivated to learn,
willing to take responsibility for
their learning, willing to work
hard.
Findings

13. The following groups of Teachers
were found to be the most
flexible and responsive, in both
adult and pre adult classes, less
experienced teachers, female
teachers, secondary teachers and
teachers.
Findings

14. Conclusion

15. To summarize, the adult education literature
supports the idea that teaching adults should be
approached in a different way than teaching
children and adolescents (preadults). Adult learning
requires building on this prior learning, using
methods that treat learners with respect, and
recognizing that people have different learning
styles and have a variety of responsibilities and time
commitments.
Conclusion

16. Effective educators also recognize that adults often
learn collectively from each other. These
characteristics of adult learners can be addressed
in the learning environment to optimize learning.
Understanding the principles of adult learning can
help teachers become better facilitators of
learning. Educators will be more successful if they
understand the basic principles of adult learning
and apply these principles in their teaching.
Conclusion

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