The Principles of Adult Learning

The following principles, informed by the work of Malcolm Knowles and other theorists,
can serve as guideposts when working with adult learners. They encompass what is
known about brain science, learning theory, behavioral and cognitive psychology, and
to some extent sociology. Following a brief explanation of the principle, you’ll see a
handful of implications for team leaders.

Principles Implications for Leaders

Use structures to invite equity of participation

in discussions.

ADULTS Do everything you can to address power

dynamics between yourself and your team.

MUST FEEL Show up as a learner in this space—you are

also a learner.
SAFE TO LEARN Establish and use community agreements;
have a process observer during meetings.

Pay attention to feelings and cultivate your

team’s emotional intelligence.

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Find out what team members know and can do.

ADULTS COME Create opportunities for people to tell stories
TO LEARNING and share past experiences.
Invite team members to take on roles and
EXPERIENCES responsibilities within the team that match
their skill set.

WITH HISTORIES When a team is forming, facilitate discussions

about previous experiences working in teams.
 The Principles of Adult Learning

Principles Implications for Leaders

Include a section on agendas that articulates

the reason for each activity.

ADULTS NEED At the start of each meeting or PD, share your

reason for the learning, and give learners an
opportunity to make meaning of what they’ll do
TO KNOW WHY and how it might help them.

WE HAVE TO Draw a connection between that day’s learning

and the school’s goals, mission, or vision.

LEARN At the start of sessions, ask participants to

identify a challenge they’re facing that the day’s
PD might address. Ask them to reflect on their
SOMETHING connections at the end of the session.
Connect the learning to previous questions and
challenges that members of the group have
raised.

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Ask team members to reflect on and share how

they learn best. Be responsive to these needs.
Guide participants to identify their areas for
ADULTS WANT growth and professional learning goals.
Ask for input and feedback in person and
AGENCY IN OUR anonymously.
Use all kinds of data to help adults make
LEARNING decisions about their learning.
Invite people to name their colleagues with
whom they want to collaborate or learn.
Give participants surveys to assess their
learning needs.
 The Principles of Adult Learning

Principles Implications for Leaders

On any agenda, include time to practice new
skills and time to reflect.
ADULTS NEED Reduce the number of objectives on an agenda.

PRACTICE TO Contain the new information to less than a

third of the meeting time, and use the rest of
the time practice, make meaning of the
INTERNALIZE information, and draw connections.

Close learning sessions with quiet writing time,

LEARNING and ask participants to name their takeaways
and ideas about how they’ll apply their learning.
Use structures such as role-plays where
participants give each other feedback.
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Facilitate processes for educators to identify the
problems in their schools, teams, or
ADULTS HAVE departments.

A PROBLEM- Engage team members in naming their

individual challenges and areas for growth.

CENTERED Balance meeting time that builds skill that can

be applied immediately with opportunities for
reflection.
ORIENTATION Use structures and protocols, which blend
depth of thinking with application.
TO LEARNING Use role-play practices or other experiential
activities that simulate real challenges.
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If someone seems uninterested in learning,

keep reminding yourself that all adults want to
learn.
If there’s low interest in learning, consider the
ADULTS conditions for learning—is the learn-ing
relevant? Have participants had a say in their
WANT TO learning? Do they feel safe?
Find out what team members want to learn
LEARN about—keep asking and asking.
Ask about previous learning experiences—as an
adult and a child.
Whenever possible, make learning fun.