This concept bridges Scripture or theological concepts, with contemporary issues and challenges in the adult’s life.Ĩ. Build on what your learners know when teaching new concepts.ħ. Review what you did last week, last month, last year, and build on it. Recycling concepts and skills learned earlier. Don’t convince your learners that they are meant to be perpetually dependent on others for learning.Ħ. Remember that there are no “experts” in the Christian life. A good teacher works hard to move learners from passive dependent to active participants. Encouraging participants to share their expertise.
Provide opportunity for them to reflect on their experiences and to share their insights.ĥ.
Adult learners have something valuable to share in the learning experience. Use the senses, seeing, hearing, feeling, smelling, and talking, to help make learning active.Ĥ. Learning experiences that provide synesthesia (look it up) tend to help in concept acquisition and retention. All three are important but many times we tend to focus on the cognitive experience.ģ. A balance between affective, behavioral, and cognitive learning. Adult learners need to learn what they need, not what is merely interesting.Ģ. Be selective about what you will cover (hint: it should be ONE thing and maybe one or two derivative concepts). Avoid the temptation of believing that learners need to learn everything at once. In the book Active Learning, Mel Silberman identified eight qualities of an effective and active learning experience:ġ. Active learning is a participatory practice, not a spectator activity. Any approach to teaching that perpetuates dependency on the teacher as “expert” or facilitates non-participation on the part of the learner ultimately fails and becomes ineffective in helping people learn. While adults need to feel they will not be embarrassed in a learning situation, they won’t likely learn unless they risk participation. This usually as a result of having made a failed attempt at an interactive activity, experiencing a numbing silence after trying to prod for more discussion, or being told, outright, that the class “just wants to listen to the teacher lecture.” Many teachers of adults tend to shy away from challenging their class or group to participate in the learning process. February 18, 2019-One major drawback to teaching in Christian education is the unwarranted, and often unintended, practice of setting ourselves up for inactive, non-participatory, learning.
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