Strong, responsive facilitation is not all we need to support adults as they learn – the design of that learning is equally important. And if we believe that adults all come with the capacity to do the work involved in learning, it becomes critically important that we create designs that maximally support them.
Principles of Adult Learning
Assumptions about Adult Learners
Learning Tasks and Accountability
Sequencing Learning Tasks with the 4 A’s
Steps of Design
Learners can design meaningful agendas for adult learning, which results in improved and/or transformed educator practice that leads to increased student learning
Contact: Gene Thompson-Grove, email@example.com