• When introducing new content, such as a new lesson, introduce the content by explaining its significance and putting it into a meaningful context.
• Get to know your students at the beginning of the class by asking them to introduce themselves, provide background on their prior knowledge and experience related to the course, and their expectations for the course. So, position content so that it will be meaningful to students.
• Adults should be responsible for their own decisions and to be treated as capable of self-direction.
• On the other hand, traditional learners, have a need for direction to be provided by instructors.
• Make your course learner-centered. Provide coursework that are somewhat unlimited and allow the students to pursue their own direction and strategy for the assignment. You can ask students to do a web search to find sites or articles with information relevant to the content. Encourage them to explain why they selected the item they did. An assignment allows the students control over what they learn and they get as much out of the assignment as they desire.
• Design assignments allow students to select a topic or project that reflect their own interests.
• Focus more on active learning exercises and less on lectures. Students study more when they are actively engaged in an activity rather than passively listening to lectures. This also gives students more control over their own learning.
• Adult learners cover a variety of life experiences which are their richest resources for learning.
• This is on the contrary to traditional learners who rely heavily on the instructor's knowledge.
• Give the students opportunities to learn from each other by using open-ended discussion questions that draw out their knowledge and experiences. These questions have to require students to discuss, debate, critique, and apply reasoning allow them to draw on past experience and perhaps gain a broad, diverse perspective on the content. Students can complete learning more from each other than from the instructor.
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