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GUIDING OLDER ADULT LEARNERS

The literature on older adults as learners is quite extensive. The following material has been adapted from Hiemstra (1980c) and updated with more current information. To try two quizzes regarding your knowledge of older adults, try the Aging Facts Quiz One or the Aging Facts Quiz Two.

Attention to the Pace of Learning

• Allow for long periods of time between stimuli, for responding to questions, and for group discussion
• Allow more time for all aspects of the learning experience
• Avoid sudden surprises or changes
• Be sensitive to perceptions about life satisfaction and locus of control
• Keep sessions short (perhaps 50-60 minutes), the discussion time on any single subject matter topic short, and present small amounts of information at any one time
• Keep the pressure of time at a minimum
• Permit and promote self-pacing by learners
• Promote certainty, confidence, and success by moving from easy material to difficult (build on earlier successes)
• Provide for frequent refreshment and restroom breaks

For further application suggestions, see Freund and Witte (1976); Gounard and Hulicka (1977); Henry (1989); Jones (1980); Knox (1977, 1986); Lersten (1974); Long (1983); Mullan and Gorman (1972); Okun (1977); Peterson (1983); Symposium (1973).

Evaluation and Assessment

• Be sensitive to quality and life satisfaction issues in relation to educational participation
• Encourage the use of outside validators who may be the most knowledgeable about a topic area
• Minimize the chance of failure and impact of making errors
• Provide regular feedback on progress
• Use peer review and feedback
• Use positive feedback techniques
• Use review strategies

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• Reduce or eliminate required homework and graded testing procedures
• Use interview techniques if feasible to help learners talk about their learnings, problems, and aspirations
• Use multiple choice testing when testing is required
• Use recognition techniques as opposed to more traditional recall methods

For further application suggestions, see George (1986); Gordon, (1974); Gounard and Hulicka (1977); Hixon (1968); Hulicka and Grossman (1967); Jones (1980); Mullan and Gorman (1972); Okun and Siegler (1977); Rodgers and Herzog (1987).

Involve the Learner in the Instructional Process

• Facilitate the learner's active involvement in all aspects of the individualizing process
• Facilitate self-directed learning
• Encourage self-directed determination of learning goals, approaches, and resource needs
• Enhance the development of a positive self-concept
• Reduce learner dependency on the instructor and increase self-responsibility
• Promote self-motivation and learning efficiency
• Utilize discovery techniques

For further application suggestions, see Brockett (1984); Gordon (1974); Hiemstra (1975, 1976b, 1985b); Knox (1977); Mullan and Gorman (1972); Peterson (1983); Tough (1979); Wass and West (1977).

Organization and Meaningfulness in Learning Activities

• Be highly organized
• Suggest instructional goals or objectives and help learners develop their own
• Use prerequisites, outlines, study guides, and other advanced organizing techniques
• Help learners gain confidence in their learning abilities

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• Help learners process information they receive
• Help learners increase their ability and perception of self in terms of reading proficiency
• Help learners organize and reorganize their learning activities
• Facilitate the use of learning contracts
• Encourage practicing techniques
• Encourage learners and show them how to take notes or to make outlines
• Encourage learners to use verbal coding
• Explain the use of specific encoding procedures
• Make organizing the material part of the learning
• Stress tying together of concepts, relevancy of information, and connections to learner's experience base rather than memorization
• Utilize materials and information that will have real meaning to the learner
• Use a highly stimulating approach that will appeal to several senses
• Use concrete examples and base them on past experiences of the learner when possible
• Be sensitive to cognitive or learning style differences with corresponding effects on meaningful materials
• Utilize various cueing devices
• Encourage the learner to develop various mediators or mnemonic devices (visual images, rhymes, acronyms, and self-designed coding schemes)
• Seek cues that are familiar or that can be tied to past knowledge
• Use headings, summaries, and review aids

For further application suggestions, see Camp (1986); Camp, Markley, and Kramer (1983); Cavanaugh and Murphy (1986); Craik (1977); Davis and Miller (1983); Franz (1983); Galbraith and James (1984); Glynn and Muth (1979); Gonda, Quayhagen, and Schaie (1981); Gordon (1974); Gounard and Hulicka (1977); Heisel (1985); Hultsch (1975, 1977); Jones (1980); Knowles (1984); Knox (1977); Lersten (1974); Mergler and Zandi (1983); Peterson and Eden (1981); Shadden and Raiford (1984).

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The Personal Approach of the Facilitator

• Be positive, supportive, and helpful
• Help older learners compensate for intellectual and non-cognitive changes
• Help to promote learning confidence, self-discipline, and self-respect
• Maintain an environment of informality and levity
• Work to make learners feel welcome in any new learning setting
• Work to make learners feel welcome and at ease

For further application suggestions, see Brockett (1985b); Fisher (1986); Gounard and Hulicka (1977); Hiemstra (1982a); Hixon (1968); Jones (1980); Knox (1977); Mullan and Gorman (1972); Peterson (1983); Ralston (1981); Wass and West (1977).

Needs and Experiences of Learners

• Base learning activities and instructional approaches on the needs and interests of the learners
• Be flexible in terms of differing needs, interests, and abilities that may exist
• Be sensitive to life stages and the impact of life changes on needs
• Be sensitive to the value of social interactions among learners
• Use small group discussion to help learners analyze personal and group needs
• Encourage people to work together in groups when feasible on meeting certain needs
• Help learners to relate new knowledge to past experiences
• Help learners understand the advantages and disadvantages of being an older person and the corresponding impact on needs
• If text material is utilized, help learners tie the information to their current knowledge base
• Understand cognitive style of learners and develop instructional approaches for different styles

For further application suggestions, see Blanchard-Fields (1986); Fisher (1986); Glynn and Muth (1979); Goodrow (1975);

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Gordon (1974); Gounard and Hulicka (1977); Havighurst (1976); Hiemstra (1975, 1976b, 1977-78, 1979,1985b); Labouvie-Vief (1977); Leclerc (1985); Lersten (1974); Levinson (1978); Marcus (1978); Merriam and Lumsden (1985); Peterson (1983); Peterson and Eden (1981); Ralston (1981); Sheehy (1976); Symposium (1973).

Sensitivity to Barriers, Obstacles, and Physiological Needs

• Be sensitive to declining hearing and related problems for some older learners
• Be prepared to help learners move closer to sound sources
• Use extra voice and media amplification
• Be sensitive to declining vision and related problems for some older learners
• Allow adequate time for adjustments when going from light to dark area or vice versa, such as showing a film
• Ensure that lots of light is available
• Reduce glare or direct sunlight
• Use high contrast on visuals and handout material
• Use methods and techniques that emphasize visual as well as interactive and aural approaches; deemphasize haptic, kinesthetic, or olfactory approaches
• Be sensitive to memory losses and the corresponding impact on assimilating new information
• Be sensitive to life satisfaction needs
• Be sensitive to the manner of the presentation
• Read material aloud where possible or feasible
• Use combined auditory and visual presentation modes
• Carry out diagnostic evaluations of learners' needs, abilities, and limitations
• Minimize distractions at the time of the learning, including background noise, room conditions, and personal anxiety
• Pay attention to various obstacles that can interfere with learning
• Pay attention to the physical environment
• Analyze the environment and ensure that comfortable heating and proper ventilation exist
• Reduce distractions
• Take appropriate breaks
• Provide for those with limited mobility and help learners accommodate for declining energy level or occasional depression

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For further application suggestions, see Arenberg (1976, 1977); Bennett and Eklund (1983a, 1983b); Brockett (1984, 1985b); Charles (1983); Cross (1981); Estrin (1986); Galbraith and James (1984); Gordon (1974); Graney and Hayes (1976); Gounard and Hulicka (1977); Haase (1979); Hayslip and Kennelly (1985); Henry (1989); Hiemstra (1985b); Hulicka (1967); Jones (1980); Knox (1977); Lersten (1974); Merriam (1977); Ogle (1986); Ostwald and Williams (1985); Peterson (1983); Plopper (1981); Symposium (1973); Tager (1981); Vosko and Hiemstra (1988); Wass and Olejnik (1983).

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July 15, 2005

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