In this article you will learn…

• The Learning Context is the phase of the session when the presenter informs adult learners about what they will learn, why this learning is important, and how it connects to various situations, and this information is restated during the Learning Application
• The Learning Application is the phase of the session during which connections are made from the current learning to various situations where the participants can use the session learning to support student achievement.
• Adult learners who know why they are learning something and how they will use it are more motivated to engage in the session, connect the learning to increased student achievement, and ensure that the learning is implemented and supportive of student success.

In this article you will learn…

• The Learning Outcome is the phase of the session during which adult learners specifically understand what they will be learning and how they will show they have learned it.
• The Learning Demonstration is the phase of the session during which adult learners produce work that shows they have mastered the session’s learning.
• Adult learners who know what they are learning something and how they will know they’ve learned it, construct personal meaning and deep understanding of what they are learning, take an active role in shaping and using their learning and connect the learning to increased student achievement, and ensure that the learning is implemented and supportive of student success.

In this article you will learn…

• The Learning Process is the phase of the session during which adult learners are actively engaged in mastering the skills stated during the Learning Outcome.
• Presenters decide which instructional strategy or methodology will most effectively engage adult learners in mastering the outcomes of the session, and participants must understand these choices if they are to build metacognition and answer the question, “How will I learn this?”
• Adult learners who know how they will learn something, will actively engage in and interact with the content and one another which produces collaboration and elevates achievement.

In this article you will learn…

• Active engagement respects adults, gives them significant voice and choice in shaping their own learning, promotes deep understanding of new learning, and increases motivation to implement it.
• The purpose of a focused Learning Model for Adults is to support a presenter to reflect on their own decision-making as they decide what they and their participants need to know for each session, thereby increasing adult learners’ engagement and motivation.
• Presenters utilizing a Learning Model for Adults will be supporting their participants in knowing what they are learning, why they are learning it, how they will learn it, how they will show they have learned it, and how they will continue to use what they learned.

In this article you will learn…

• All adults in a student’s community must actively engage in professional learning opportunities that ultimately will benefit the student.
• Presenters need to plan professional learning sessions using a focused Learning Model for Adults.
• Presenters utilizing a Learning Model for Adults will be supporting their participants in knowing what they are learning, why they are learning it, how they will learn it, how they will show they have learned it, and how they will continue to use what they learned.