St.

Louis College of Bulanao

P-6, Bulanao, Tabuk City, Kalinga

Expected Outcome: discuss the different learning styles and share personal &
professional experiences re students’ learning styles

A. LEARNING STYLES

At a glance

 Adult learning theory is rooted in andragogy, the practice of teaching adults, as

opposed to pedagogy, the practice of teaching children.
 Adult learning theories have expanded to include an array of options since 1980
when educator Malcolm Knowles introduced the concept of andragogy.
 The seven principles of adult learning include self-direction, transformation,
experience, mentorship, mental orientation, motivation, and readiness to learn.
 Adult learning theories can positively impact adult learning experiences both in the
classroom and on the job.

Going to school is one thing. Going to school as an adult is another. Just as adults think, act,
and process information differently than children, so too do they learn differently. In fact,
there’s a lot of research out there about what makes a learning style effective for an adult.
Here, we explore seven of the best adult learning theories, or adult learning styles, in play
today.

Any educational institution is made up of unique individuals, and you work hard to address
that diversity in your teaching. Add another layer by incorporating the following seven
adult students learning styles (and best practices for each).

How adults/college students learn: Major differences

Knowing how College students learn is crucial when designing your learning materials. It
seems like common sense, but it’s important to be clear: You cannot design and present
material for adult students in the same way you would for children and expect good results.

What are the major differences between child and adult learners?

 Whereas children often require help, adults crave autonomy

 Children have a narrower viewpoint, but adults bring life experience to their
learning
 Casting a broad net with kids is fine, but adults want direct application
 Kids might do it because you say so, but adults require more motivation

Within these differences, adult learning styles further complicate how adults learn.
Learners of all ages are wired differently.

Adding the specialized requirements of adult learners to different learning styles is a big
lift, but then consider the cognitive impact of a lecture. All learners can only handle so
much information before they are unable to process and apply it.

1 Prepared by: Grail Chulsi-Lawagan,

SLCB- Educ 207 Facilitator
 St. Louis College of Bulanao
P-6, Bulanao, Tabuk City, Kalinga

Learning delivery that makes sure your material is presented in the proper way with a
consideration of learning styles helps lighten that cognitive load. Put simply, and when
done well, College teachers don’t have to work so hard just to understand the material.

The major types of adult/college students learning styles

Research has shown that not everyone learns the same way. Consider the following adult
learning styles as you design your learning activity materials.

1. Visual/spatial

Visual/spatial learners lean heavily on images to process new information. These learners
are able to vividly picture patterns and learn best with images and graphics that use fewer
words. Further, these learners can literally see the forest and the trees. They are good at
making connections in visual/spatial relationships and may be able to see details that
others miss.

How to design learning material for this type of learner

Consider infographics, drawn guides, and text broken up with illustrations. Or, use
PowerPoints, flipcharts, videos, and graphics to better reach this type of learner.

2. Auditory

Auditory learners learn by hearing information, retaining up to 75% of it. While only 30%
of people are auditory learners, the majority of learning materials already focus on this
adult learning style.

That’s because auditory learners are one of the two types of adult learning styles that are
easiest to design for (the other is linguistic learners). Schools are designed around this type
of learner.

How to design learning material for this type of learner

Lectures, podcasts, and traditional classroom-style learning is geared towards auditory

learners. The best adult learning methods for auditory learners incorporate these
resources into training.

3. Linguistic learners

Linguistic learners process information best through speaking and language. They are often
voracious readers and able to pick up other languages.

Consider a book group that reads a book and then uses guided questions to unpack themes
and deepen understanding. Linguistic learners function the same way.

Further, a linguistic learner is generally a good communicator. They might listen to

someone speaking and then summarize what was said to gain clarity or identify anything
they missed.

How to design learning material for this type of learner

Linguistic learners will pick up anything you write down. Communication via discussion
boards is a great way to reach them if you have online training.
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SLCB- Educ 207 Facilitator
 St. Louis College of Bulanao
P-6, Bulanao, Tabuk City, Kalinga

Adult learning techniques for linguistic learners also use small-group discussion, guided
readings, and writing exercises. Simply including closed captioning is a big benefit for this
type of learner.

4. Logical/mathematical learning

Logical/mathematical learners use distinct processes to break down learning into steps.
Think about how the scientific method is applied, and you have a great example of how this
learning style works.

These adult learners are great at analyzing problems logically and developing solutions for
them. And, if you are worried that your training is not in the proper sequence or doesn’t
follow a logical flow, this learner will let you know!

How to design learning material for this type of learner

Troubleshooting and analyzing are two places where this learner does
well. Gamification using simulations is also a great way to reach this learner.

Further, use bullet points, logical steps, and flow charts to help this type of learner
understand new concepts.

5. Intrapersonal

Intrapersonal learners require solitude and reflection to really take new information on
board. These quiet thinkers need time and space to reflect on and integrate new material.
This allows for deeper insights and helps transfer old information to new settings.

Intrapersonal learners also are excellent at generating new ideas and making connections
that may not be obvious on the surface.

How to design learning material for this type of learner

Incorporating time for reflection into training is especially important for this type of
learner. Also allowing for longer response times will help intrapersonal learners to
participate more in discussions.

3 Prepared by: Grail Chulsi-Lawagan,

SLCB- Educ 207 Facilitator
 St. Louis College of Bulanao
P-6, Bulanao, Tabuk City, Kalinga

Incident reports and program evaluations are two activities where intrapersonal learners
shine. Any learning activity that requires a step back and a pause for thought suits this
adult learning style.

6. Interpersonal

Social interaction is key for this type of adult learner. Interpersonal interactions help these
learners process information. Through social cues, conversation, and discussion, they
integrate their learning into memory.

Interpersonal learners are often extroverts who are ready and willing to guide discussions
with good emotional intelligence. They are good at reading social cues and can help
interpret a group’s response to a training activity.

How to design learning material for this type of learner

Small-group, in-person discussions that lead to large-group conversations suit this learner
who thrives in social situations.

Provide formal and informal opportunities to interact with information in groups.

7. Kinesthetic

Kinesthetic adult learners process information by doing. It’s not enough to tell them how
something works – this type of adult learner needs to put their hands on to experience it.
This is one of those learning styles that needs action to make information stick.

How to design learning material for this type of learner

On-the-job experiential learning is best for this type of learner. When possible, pair
kinesthetic learners with a mentor who can provide hands-on training. Another option is
AR or VR training that allows learners to work through simulations of key activities.

This learning style will not benefit as much from videos or written training.

B. TEACHING STRATEGIES & METHODS

Studies in adult learning theory show that adults prefer courses that focus heavily on
application of concepts to relevant issues. To retain and use new information they need to
be able to integrate the information with what they already know. Tasks must be slow to
moderate pace and not complex or unusual to avoid interference with adult learning.
Adults prefer a personalized learning environment with focused effort on concept
application where they can solve problems and take personal responsibility.

Use Self-Directed Learning

Design programs for all generational groups because there will be different viewpoints and
value sets in a learning environment. Concepts should be explained from more than one
viewpoint and appeal to adult learners in different age groups. Adults prefer self-directed
learning over group learning. Self-directed learning does not mean isolated learning; it
involves using other people as resources, subject matter experts, guides and encouragers.
Adults prefer more than one method of learning. They like learning via auditory, visual and
kinesthetic means.

4 Prepared by: Grail Chulsi-Lawagan,

SLCB- Educ 207 Facilitator
 St. Louis College of Bulanao
P-6, Bulanao, Tabuk City, Kalinga

Set Expectations Upfront

Set expectations at the beginning of the class. Since adults have learning and classroom
expectations, it is vital that the instructor clarifies and thoroughly articulates all
expectations before discussing the content. The instructor's and the learners' expectations
should be discussed and noted. The instructor can assume responsibility only for her
expectations, not those of the learners. One expectation that a good instructor will have is
for learners to actively participate in the learning process. A good instructor knows that
new and old knowledge have to be integrated and applied to achieve knowledge retention
and learning success.

Use Life Experiences

Tap into the broad range of life experiences that each learner brings to the learning
environment. Life experience is a valuable asset that should be acknowledged and used
because adults learn well when they share experiences with one another. One of the best
ways to pull knowledge and experience from learners is to use open-ended questions to
draw out relevant knowledge and experience. An open-ended question is one with more
than a one-word answer; the answer has to be expounded upon to thoroughly address the
question.

Create a Comfortable Environment

Teach adults with books, television, programmed instruction, "how-to" content and
applications. Adult learners positively rate short seminars and lectures as a preferred
learning method because these venues give them face-to-face and one-on-one access to an
expert. The lectures must be short because adults tend to have a high level of irritability if
they have to sit for long periods in a learning environment. The environment must be
physically and psychologically comfortable, and they should have time to practice what
they are learning.

Feedback and Practice

Provide feedback during skills practice sessions. Learners depend on the instructor to give
them feedback to let them know how they are doing, if they are grasping the concepts and
ideas, and for confirmation. Likewise, the instructor is dependent on learners for feedback
about curriculum and her classroom performance. This valuable information gives the
instructor the opportunity to make midstream changes to positively affect the learning
environment if needed.

Balance Time and Discussion

Allow adult learners to somewhat control the pace of the class and start and stop time
without losing control of the class. A good instructor knows how to balance time,
presentation, discussion and debate and still go with the flow, while maintaining facilitative
control. An adult learner does best in an environment in which the instructor acts as
orchestrator using facilitative skills and control to keep disagreements civil, protect and
connect opinions and ideas, and suggest solutions to problems.

5 Prepared by: Grail Chulsi-Lawagan,

SLCB- Educ 207 Facilitator
 St. Louis College of Bulanao
P-6, Bulanao, Tabuk City, Kalinga

12 Types of Classroom Activities for Adults | Examples to Engage

Learners in Learning Sessions

Activities you can run during your learning sessions should NOT be restricted just to the
classic team building games and icebreakers! There are 12 other types of classroom
activities for adults that you can also use and these activities each have a different purpose
and benefit.

So let’s take a look below at the types of classroom activities you can use and let’s look at
some examples.

What Kind of Activities Can You Run to Engage your Learners?

The best way to engage learners and help them remember and understand information is
to make sure that they actively participate.

So, you do not want to talk at them all the time but you want them to actively contribute
in some way.

To do so, there are many types of classroom activities you can use in your classes or
workshops that are perfect for adult learning.

The trick is using the activities that are most suited to the learning objective you are trying
to achieve and using a variety of activities, in order to engage as many learning styles as
possible.

1. Quizzes

Quizzes are a fun way to engage learners and there are many types of quizzes you can
devise, such as multiple-choice, true/false or fill-in-the-blank quizzes.

You can ask participants to do quizzes on their own, or you can ask them to work in groups
and even set a quiz up as a competition, whereby the group that gets most questions right
wins.

When designing a quiz, it is important to keep it simple. A quiz should lighten the mood,
rather than feel like a test.

When to use quizzes: Quizzes are useful when you want your learners to revise a topic
and also when you want to check their understanding.

2. Buzz Groups

Buzz groups are short discussions

that are done in pairs or groups of
three people at the most. They are
called buzz groups because, as
participants start talking, they will

6 Prepared by: Grail Chulsi-Lawagan,

SLCB- Educ 207 Facilitator
 St. Louis College of Bulanao
P-6, Bulanao, Tabuk City, Kalinga

generate a buzzing noise in the class with their chat.

Ask your students a question; ask them to solve a problem or to agree on a definition. Other
good types of questions for buzz groups include asking participants to find similarities and
differences between concepts; discussing pros and cons or discussing the participants’
opinions on something.

The question needs to be simple and to the point. Write the question somewhere where the
participants can easily see it, such as on a board, a PowerPoint ppt slide or a handout.

Buzz groups are best when they are kept short, so give your participants up to 5 minutes
and try to limit it to that timeframe.

At the end, ask each pair to report their answers to the rest of the class and then you
summarize them.

When to use Buzz groups: Buzz groups are useful to engage participants who are shy and
are not comfortable working with big groups. They are also good for participants to start
reflecting on a topic.

3. Snowballing

This is a follow up from buzz groups and it consists in combining small groups into bigger
groups.

So, for example, after a buzz group, ask pairs to combine into groups of four and do a
follow-up activity from the discussion they had in the buzz group. You can then ask the
groups of fours to combine into a group of eight for another subsequent activity.

When to Use Snowballing: Snowballing works best when the activities are connected and
expand on each other. You can use snowballing when you want to guide your participants
into developing a project, for example.

4. Brainstorming

Brainstorming consists in encouraging participants to come up with ideas to solve a

problem or answer a question.

Brainstorming is done quickly as participants are encouraged to say whatever first comes
to their minds. The aim here is not quality but quantity. The ideas will be analyzed and
discussed later.

During brainstorming, ideas are not judged and the flow of new ideas is instead preferred.
All ideas are welcomed.

You can run a brainstorming session with the whole class at once, as you write down the
answers, or in groups, so each group writes down their answers and then they present
them to the rest of the class so the ideas can be combined or improved.

At the end, the most useful ideas are chosen.

When to use brainstorming: Brainstorming is very useful for problem-solving. Also, you
can use a quick brainstorming session to introduce a new topic, so that participants come
up with their own solution first before you explain the topic to them.
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SLCB- Educ 207 Facilitator
 St. Louis College of Bulanao
P-6, Bulanao, Tabuk City, Kalinga

5. Discussions and Group Learning

When introducing a discussion, make sure that the topic meets one of the learning
objectives of the course.

In order to be useful, a discussion needs to be structured and very focused.

You start a discussion with one question, and then you can have a series of follow up
questions if it is useful to delve deeper into a topic, whilst maintaining focus. For instance,
as you facilitate the discussion, you can ask probing questions, such as ‘Can you say a little
bit more about that?’

The question needs to be clear and concise and always use open questions. A closed
question only requires a yes or no answer and does not lead to any interesting discussions.

For example, if you ask ‘Is team-work important?’ participants may just answer yes or no
and that is the end of the discussion. If, instead, you ask, ‘Why is teamwork important?’ they
will elaborate.

Also, good questions are personal and/or controversial. A personal question requires the
participants to express their personal opinion or to tell something that they experienced.

If you are looking for an in-depth discussion, ask participants to work in small groups as
smaller groups encourage everyone to participate.

At the end of the activity, ask each group to summarize their discussion to the rest of the
class (they can nominate one person to present) and then reflect with the whole class to
summarize everything that all the groups have discussed.

When to use discussions: Discussions are useful when you want participants to reflect on
something in-depth and for topics that involve attitudes and awareness, rather than factual
information.

6. Debates

Whereas a discussion encourages participants to cooperate and to explore a topic, debates

are competitive. Groups or individuals are pitched against one another to put their
argument forward.

There are many ways for you to organize a debate but, just like a discussion, a debate needs
to be well structured. Unless participants are already well informed about the arguments
on a specific topic, give them a scenario or a case study to debate.

You can ask participants to debate in pairs or in groups. After a pair or two groups of
participants debate, the other participants listen and make a decision at the end as to which
argument was stronger.

Another way to run a debate is to ask each person or group at the opposite sides of the
debate to switch sides at the end of the debate.

When to use debates: A debate is useful when you want learners to understand
alternative viewpoints.
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SLCB- Educ 207 Facilitator
 St. Louis College of Bulanao
P-6, Bulanao, Tabuk City, Kalinga

7. Presentations

Presentations consist in dividing participants into small groups and asking them to design a
short presentation together and deliver it in front of the class.

The presentation can be produced as a result of research, or simply as a result of a short

group discussion.

The difference between asking participants to just share their discussion with the rest of
the class and doing a presentation is that the latter is more formal.

For a presentation, participants come to the front of the room and each person in the group
takes turns to deliver a part of the presentation.

Depending on the resources and time available, they can use visuals such as PowerPoint
slides or a sheet of A1 paper or simply speak in front of the rest of the class.

When to use presentations: They are very useful, of course, if you are teaching
presentation skills, as a way for participants to practice. They are also good for teaching
other topics though, as another way to involve students actively.

To do a presentation, participants really need to focus on the topic; they need to work well
together and it is a good way for them to take ownership of their learning.

8. Role-play

With role-play, you give your participants a scenario and they act it out with each
participant playing a different role.

Commonly, you run role-plays in groups of three, where two participants play a role each
and one participant acts as an observer (if the class is not divisible by three, there can be
two observers). You can run the role-play more than once for the same group so that
participants can rotate roles.

When to use role-play: Role-play is very useful for any type of training that involves
interpersonal skills. For example, it is good for teaching how to give feedback, how to
handle conflict and communication skills.

Alternatively, you can have just one performance, with one group of participants acting out
the roles, while the rest of the class observes.

9. Training Games for Learners

There are many games that you can do for your training sessions, too many to list here.

Games are usually fun activities that can involve the use of props; they can be competitive
or at least present a challenge, and are usually done in groups. Some games can be done
sitting down and others standing up or moving around.

9 Prepared by: Grail Chulsi-Lawagan,

SLCB- Educ 207 Facilitator
 St. Louis College of Bulanao
P-6, Bulanao, Tabuk City, Kalinga

When to use games for Classroom Training: You can use games at the start of a training
session to allow participants to become familiar with each other (the so-called ice-
breakers), or during the session when you want to re-energize your participants.

There are a couple of things you need to be aware of though when it comes to using games
for training.

Firstly, every game must be connected to a learning objective. Asking participants to do

random games that have no connection with the topic can be counterproductive (as
participants will wonder what the point is) and a waste of time.

Secondly, make sure you use games that all your participants are comfortable with, based
on variables such as their age, gender, the culture of belonging and job role.

10. Problem-solving Activities for Learners

Problem-solving consists in giving participants a problem to solve such as a scenario that

poses a problem, a practical task to solve, a puzzle or an enigma.

When to use problem-solving: Problem-solving is useful when you want to encourage

creativity; for practical topics that require hands-on involvement or for scientific subjects.

11. Case Studies in Lesson Plans

Case studies consist in practical scenarios, which reflect a real-life situation involving
people (they do not have to be situations that really happened but they need to be
believable and realistic).

Rather than being an activity in itself, a case study is something that can be used as
material for another activity.

When to use case studies: Case studies are useful for presenting participants scenarios
that can be used for discussions, debates, problem-solving or role-play.

The beauty of case studies is that they give participants real-life examples, which are
relatable and bring a topic to life, making it relevant.

12. Asking Questions

Asking questions is not an activity as such, but it is a very important tool for a trainer to
engage participants.

Instead of explaining an idea straight away to your participants, lead them to that idea by
asking questions. It does not matter if they give wrong answers as you will guide them and
explain the concept later.

The important thing is that the emphasis is on understanding rather than simply knowing
something.

So, for example, if you are teaching presentation skills, instead of just explaining straight
away what the main qualities of a good presentation are, ask your participants ‘What do
you think the three best qualities of a good presenter are?’.

10 Prepared by: Grail Chulsi-Lawagan,

SLCB- Educ 207 Facilitator
 St. Louis College of Bulanao
P-6, Bulanao, Tabuk City, Kalinga

You can also ask a series of questions to delve deeper into a topic.

You can also ask your participants’ questions after you have covered a topic, as a way of
checking if they understood.

When to use questions: Every time you are introducing a new topic and whenever you
want to reinforce the participants’ learning or test their understanding.

Bonus Idea: Using Visuals

You can use visuals as a starting point for another activity. For example, you can use
pictures or videos to start a conversation. Likewise, you can ask participants to produce
visuals as an activity.

For instance, you can ask them to draw a picture to express a concept, to draw a diagram or
to take a photo (depending on the situation).

Another type of visual you can ask participants to draw is a mind-map. Mind-maps are a
useful way to separate a topic into sub-topics or to look at the same topic from different
points of view

Challenges of college students learning

Adult learning may be possible, but is it easy? Not always. Some common obstacles to adult
learning, whether in the classroom or on the job, include:

 Time: As in there’s never enough of it.

 Confidence. Competing against a younger, more agile student peer group can
undermine any experienced professional’s confidence.
 Money. Going back to school for faculty development which is a MUST in College
Teaching is an investment. And while the payoff may or may NOT be worth it,
making that initial financial commitment can feel daunting.

Learning Activity 3:

From your personal and professional experience, share and discuss the top three (3)
most common learning styles of students that you have observed from your years of
engagement with different learners. How did you engage the students with these
learning styles? What advice can you give to new teachers specially during the new
normal?

Web Sources:
https://www.edgepointlearning.com/blog/adult-learning-styles/

https://symondsresearch.com/types-classroom-activities/

https://www.theclassroom.com/teaching-methods-adults-8327818.html

11 Prepared by: Grail Chulsi-Lawagan,

SLCB- Educ 207 Facilitator