Dyslexia Among Adults Is Real
Since the eighties, psychologists have been interested in the adult learning theory, which posits that adults do not learn the same as children. For instance, children come to class knowing very little and open to anything, so long as it’s interesting, fun and motivating. On the other hand, adults arrive with so many life experiences, expectations and barriers. They may have had difficulty and frustrations in the past and they may be carrying around some emotional baggage that interferes with their work. When teaching adults, it is especially important for adults to understand the reasons why they are learning certain concepts and to see how these concepts can be applied in the real world or toward their goals.
The first adult learning styles writings were published by adult learning theory pioneer David Kolb in 1984. He argued that there are four distinct learning styles: Diverging, Assimilating, Converging and Accommodating and that there are also four phases for each style, which are Concrete Experience, Reflective Observation, Abstract Conceptualization and Active Experimentation. “Divergers” are sensitive and emotional, prefer to watch rather than do, enjoy brainstorming and information gathering, and are receptive to feedback. “Convergers” love technical tasks and problem solving, can easily apply practical uses for theories, are less interested in social-personal issues, and like simulations or new ideas. “Assimilators” need clear explanations and logical reasoning, they’re good at organizing data, they are less focused on people and more interested in abstract concepts, and they like readings and analytical models to further their understanding. Lastly, “Accommodators” are hands-on and intuitive, they like to use other people’s experiences, they love new challenges and experiences, they like working in teams and they prefer to work in the field. Once new information has been absorbed, adults will then make observations based on their experiences, create concepts and actively test these concepts in the real world.
According to psychologist and adult learning theory pioneer Malcolm Knowles, there are several key ways that adult learners differ from child learners. First of all, adults “are autonomous and self-directed,” meaning that they like leadership positions, they like to choose their learning path and they like to cover topics of interest to them. Secondly, adults arrive with “life experiences and knowledge,” which may include work experience, prior education and child rearing, so they can find added value in learning about topics that relate to their lives in a meaningful way. Thirdly, adults are “goal-oriented,” so they must see how their coursework will help them achieve their goals. Fourth, adults are “relevancy-oriented,” so they must be able to choose projects in their area of interest and see how their adult learning training relates to the real world. Fifth of all, adults are “practical,” which means they only want to learn material that will help them and they don’t want their time wasted with information just for information’s sake. Lastly, adults must be treated with respect and encouraged to voice their opinions during class. By following these guidelines, training adult learning instructors will have better outcomes with their students.
One of the most important factors in the successful application of adult learning theory is understanding motivation. Unless adults are motivated to learn, they simply cannot absorb the new knowledge. There are said to be six factors affecting the adults group’s motivation. Social relationships are one important factor, as adults desire more associations, friendships and allies in their quest for learning. External expectations also play a part, as they seek to gain information from people who have some authority to speak on these matters. Social welfare and community work are important to adults. Personal advancement is extremely important to adults. Escape and stimulation is sometimes a factor, as adults enjoy learning to escape the work/home routine. Lastly, cognitive interest is a motivator, as adults seek to learn about new areas of interest and satisfy their inquiring minds.
