How Do We Train and Motivate the Brain of the Adult Learner?by Marie Nolen and Patrick Block

Common Misconceptions vs. New Views on the Aging Brain

Misconceptions/old views Physical and mental decline go

together.

The brain is fixed and finite and once it matures, it’s all downhill.

Adult education is for job training or the intellectually curious.

Formal education and learning beyond the age of 50 is of little value.

New views We can have a lasting impact on

how our brain ages, both on a physical and functional level by pursuing mental activities.

Older brains work as well as younger ones, are more flexible, adaptable, and integrated.

Adult education and lifelong learning is a key part of healthy aging.

Job dissatisfaction, changes in technology, and other socioeconomic factors influence more older adults to pursue additional education.

Teachers were asked, “What is the most difficult aspect of teaching adult learners?”

Teacher responses to the above question were: 3 of 11 teachers claim fear and lack of confidence (i.e. returning

to school after a long absence, afraid of changes in education, technology, and the job market).

4 of 11 teachers claim that many adult students lack the computer skills necessary to be successful in class.

2 teachers note time management and managing priorities as being difficult because many adult learners must balance their studies with careers, raising families, and more.

One teacher shared that it is difficult when adult students think they know more than the teacher and/or don’t take the teacher serious because they (the student) is older.

The Role of Aging in Adult Education: Implications for Instructors in Higher Education

In a December 2004 article by David L. Crawford, he writes that instructors in higher education must: Understand the aging process. Understand the differences between the older learner and traditional

aged students (older students are self-directed, more problem-centered, and want learning to apply to their lives).

Develop methodology and assessment techniques that allow for flexibility yet adheres to the constructs of course content.

Understand that instruction must meet the needs of adult students (they are learning out of necessity, learning must be relevant to their lives, time is more valuable and precious and must not be wasted in their educational pursuits).

Recognize that teaching strategies based on problem-solving and critical thinking better suits older students as opposed to rote memorization (more suitable for younger students).

We designed and presented interview questions to teachers of adult students as well as adult students based on information learned in our research on educating and motivating the brain of the adult learner. Their responses are categorized in preceding slides in three main sections:

• THE OLDER BRAIN vs. THE YOUNGER BRAIN

• MOTIVATING THE BRAIN OF THE ADULT LEARNER

• EXERCISING THE BRAIN OF THE ADULT LEARNER

Each section is concluded by research findings applicable to the subject of the section.

BRAIN RESEARCH

OLDER BRAIN VS. THE YOUNGER BRAIN

Student Responses

Adult students were asked, “How is your older brain different than your younger brain?”

6 of 13 students believe that their older brain is more focused. 7 of 13 students stated that maturity, age, and an older brain means

that they know, can absorb, and understand a lot more than their younger brain could.

3 of 13 students state that their older brain is more reflective and copes with life better.

2 of the 13 students share that their older brain cannot retain information as well as their younger brain.

Teacher ResponsesTeachers were presented with the following question: “Older people have to work their brains harder, so do you see a great deal of frustration in your adult learners?

4 of 11 teachers state that they, sometimes, see frustration in their older students, not because of their learning abilities and having to work their brain harder, but because of time commitments required for school, and balancing other responsibilities such as work, children, and aging parents.

4 of 11 teachers sometimes see frustration in older students when learning something new, particularly in those students who have little or no computer skills.

1 teacher shared that they don’t see a great deal of frustration in their older students and added that even if older students have to work their brain harder, life experience has equipped them with the ability to cope and overcome when faced with struggles.

5 of 11 teachers disagreed with the above statement and stated that their adult students often outperform traditional-age students, are better problem-solvers, and are more adept in critical thinking situations.

Studies show…….Older brains:

Work as well as younger ones. Are more flexible, adaptable, and

integrated. Mature emotionally with age resulting in

increased calm and serenity. Show little change in implicit memory and

verbal ability. Show no change in the ability to compose

and scan visual mental images. Show no change in risk-taking, decision-

making processes. Have better developed mental abilities

and judgment. Make up for slowed down speed of

learning through the ability to mentally process at higher cognitive levels.

Younger brains: Perform at higher levels where rote

memorization is utilized. Are better able to maintain visual

mental images. Have better free and cued recall

memory. Learn faster. Are not as affected by age-related

factors such as impaired blood circulation, vision and hearing ability, decreased neurotransmitters, depression, stress, and chronic illness.

Student ResponsesStudents were asked what motivates them to learn/continue to learn: 7 of 13 adult students stated career growth as their motivation. 3 of 13 students stated that the ability to provide for a better future for

themselves and/or their family is their motivation. 4 of 13 shared that they had something to prove or goals to accomplish

(i.e. Wants to prove that they can succeed despite negative words from friends and/or family).

3 of 13 responded that the knowledge gained, keeping the mind sharp, and brain active are motivating factors.

1 student shared that being a role model for their children motivates the to continue learning.

3 of 13 students claim positive encouragement from family members as motivation.

Teacher ResponsesTeachers of adult students were asked, “What strategies do you use to motivate or engage the adult learner?”

7 of 11 teachers responded that it is necessary to demonstrate how a subject matter is relevant to the students’ lives.

5 of 11 teachers build a community in the class, starting on day one, to encourage the sharing of life experiences and interests, the formation of study groups, increased participation in class, and to build confidence.

4 of 11 teachers utilize problem-solving strategies vs. testing and/or memorization-type exercises.

2 of 11 teachers stated that students are encouraged to take advantage of the resources available such as free tutoring, open lab, review sessions, and also communicate problems and/or concerns.

3 of the 11 teachers shared their personal experiences as a returning adult learner which builds connections with students.

Research Findings onMotivating the Adult Learner

Studies show that adult students are:

Self-directed and motivation is generally not a problem.

More problem-centered. Want to make learning relevant

to their lives. More time conscious (i.e. the

older they get, the more precious and limited time becomes). Don’t waste valuable time!

Studies suggest adult educators utilize:

Problem-centered assignments. Group work/discussions. Role-playing. Case studies or simulation. Information that helps them

understand the aging process and differences between the older learner and traditional aged students.

Educational Initiatives

In her article, Planning Education for an Ageing Society, Sonia Jurich writes that educational Initiatives for older adults should respond to five basic needs:

Coping needs – to address the decline in individual and social power, income, status, and physical ability.

Expressive needs – help maintain pursuit of joy and personal expression. Influence needs – to encourage social activities and influence on society. Contributive needs – integrate the experience and knowledge of older

students into the teaching-learning process. Transcendence needs – help transcend the losses that occur with ageing

and maintain a sense of personal value.

EXERCISING THE BRAIN OF THE ADULT LEARNER

How Students ‘Exercise’ Their Brain

The #1 way adult students say they regularly ‘exercise’ their brain is by reading (9 of 13 students interviewed).

Other activities to exercise the brain:

Puzzles Physical exercise Games (on computer or tablet) Learning new words Memorizing numbers Crafts

US News and World Report on:THE AGING BRAIN

The video link below reports on new studies that show adding creativity and challenging your brain could actually add years to your life. It also reports that there is evidence that intensive involvement in the arts helped to improve mental health, physical health, and overall quality of life for the participants.

US News and World Report on THE AGING BRAIN

What Other Researchers Say on Exercising the Aging Brain

Importance: We need to keep the brain in

good condition. We can have a lasting impact

on how our brain ages, both on a physical and functional level, by pursuing mental activities. The impact shows up in areas such as global cognition, working memory, perceptual speed, psychological/emotional health, and more.

Exercising the brain prevents diseases.

Cognitive benefits – prevent Alzheimer's.

Suggested brain exercises are those that introduce newness: Attending lectures and seminars. Travel. Reading ( books or newspaper). Participating in discussion groups

(keep brain sharp by hanging with people who challenge you – creates new brain connections).

Crossword puzzles. Learning a foreign language. Going back to school.

Physical exercise, nutrition, and sleep are also important to brain health.