Learning Strategies for Adults
Many of those who deny His deity still acclaim Jesus as the Master Teacher. He is granted this title both because of what He taught and how He taught it. Sadly, far too few of His followers, while seeking to teach the same truths, have emulated His example of using a wide variety of approaches to communicate God’s truth to adults. Too many teachers of adults settle into a comfortable routine with predictable presentations that often result in predictable responses from class members.
Because teachers of adults do not have to contend with the wiggles and giggles of active, restless children and teenagers, they tend to assume mature, polite adults learn best by sitting passively and listening. While adults do tend to have better listening skills than children and youth, it is no indication that their minds and spirits no longer stretch. On the contrary, the Bible—written by adults, for adults, and almost totally about adults—provides a wealth of stimulating truth that should spark any group of adults out of their familiar routines.
At the same time a teacher of adults seeks to challenge and stimulate people, he or she must also respect contemporary adult learners. Adults come with a lifetime of experience that prepares them to consider thoughtfully the practical implications of Bible content, even though they may have little or no Bible background.
Teaching and Learning Strategies for Adults
Using the following grading system, rate your present and planned teaching efforts for adults by writing the appropriate letter in front of the numeral for each statement. Write additional ideas in the spaces provided.
E= Excellent
S= Satisfactorily Doing Now
I= Improvement Needed
N= Need to Start
Set Meaningful Learning Objectives
1. Our curriculum resources effectively aid teachers in planning and leading clearly focused sessions that help adults understand biblical truth and apply it in daily living.
2. Session objectives are stated so that teachers can evaluate whether or not adults accomplish the desired learning. Thus, objectives describe what adults will do or say to demonstrate what they have learned, rather than describing what teachers will do.
3. All components (activities, music, Bible study) of each session are planned to contribute to the accomplishment of the learning aim.
4. 
Make Effective Use of Time
1. Teachers involve adults productively as soon as they arrive. For example, they provide a stimulating quotation or question to engage group members in conversation related to the session topic.
2. Teachers follow a flexible schedule that balances familiar patterns with flexibility and variety. The sequence of activities starts with items of interest to adults, and then guides them in studying, analyzing and applying Bible truth. A sample schedule follows:
Fellowship and Introduce Topic Bible Study Application and Decision Activities |
10-15 minutes plus presession 30-40 minutes 20 minutes |
TOTAL |
60-75 minutes |
3. Teachers provide a balanced pattern of learning experiences: some familiar and some new, some done in large groups, some in small groups, and some done individually.
4. All groups for adults follow similar patterns of flexible sessions plans, providing both familiarity and variety for learners, allowing teachers in different groups to benefit from sharing common experiences, and aiding leaders in efficiently training and guiding teachers.
5.
Provide Positive Guidance
1. Leaders and teachers of adults are carefully chosen through a clearly defined system of screening in which the personal and spiritual growth of adult participants is the first priority.
Background check: Leaders must request background information and check references on anyone who is enlisted to teach adults. Questions must be asked and satisfactorily answered about a person’s fitness to lead.
Personal knowledge: Leaders must personally know anyone who would teach adults. Leaders may personally know an individual before his or her service with adults, or they may spend time getting to know the individual and observing his or her interaction with adults.
Instruction: The church must provide training for all who would teach adults both in effective teaching procedures and in appropriate means of building healthy relationships.
2. Teachers demonstrate qualities of positive Christian living so they may serve as examples of the values the church promotes.
Church attendance: Consistent participation in the life of the congregation is important both for its contribution to the life of the individual as well as for the opportunities it affords for additional positive contacts with group members.
Personal devotion: A regular pattern of personal prayer and Bible study is a positive indicator of a person who desires to grow.
Family stability: Persons who teach adults should have a daily living environment that provides emotional and spiritual support. Persons who are undergoing stress at home and/or at work may find teaching is a positive outlet, but they should be provided with ongoing encouragement and assistance.
Integrity: The personal and business life of anyone who teaches adults must be marked by honesty and openness. Teachers do not need to be perfect, but they must be people who will admit their mistakes and demonstrate a willingness to learn from them.
Acceptance of guidance: A person who expects others to follow his or her leadership must be willing to follow the leadership of those the church has appointed as supervisors.
3. Leaders and teachers should be chosen to reflect the diversity of people involved in the life of the church. All adults benefit greatly from interaction with both men and women, older and young adults, couples and singles, and people with varied ethnic backgrounds.
4.
Plan Valid Learning Procedures
1. The learning activities chosen enable teachers to clearly present Bible truth and connect it to the lives of adults in the group.
Bible study: Adults respond positively to opportunities to explore biblical content. They need the challenge of finding out for themselves what the Bible says and of wrestling with its implications for them today.
Lecture: A verbal presentation of information is often the most efficient way to present a body of information to a group. A skillful speaker can entertain, inform, and motivate listeners. While most adults are able to listen to a speaker, lecture is usually most effective when interspersed with other activities, introducing, explaining, or summarizing important points. The main drawbacks to a lecture are that learners’ minds may easily be engaged elsewhere and that hearing is only one part of the learning process. Unless learners are led to follow their hearing with other responses, little or no lasting change in understanding, attitude, or action is likely to take place.
Discussion/ question and answer: Teachers ask questions to promote participation and stimulate thought about Bible content, its meaning and application. Teachers phrase questions to encourage open sharing of ideas, not just to seek answers. Adults have ideas on many topics. Engaging adults in verbal interaction is a valuable way to keep them mentally involved, help them grow in understanding of each other, and guide them toward a fuller understanding of each other and the lesson topic. There is always a danger that people may assume that having talked about a truth, they have learned it. Teachers must consistently prod participants to move beyond talking about the Christian life to actually living it.
Video/media: Television has a great appeal, but it also lulls people into a spectator mode in which they are able to distance themselves from what they see and hear. Thoughtful selection of video or other media (audio tape, slides, computer) can be a helpful way to secure attention or stimulate thoughtful discussion. Often, brief clips followed by guided interaction are more effective in instructional settings than are more lengthy presentations.
Art: Occasionally adults enjoy simple art activities that allow them to express thoughts and feelings about their experiences and what they are learning. Art activities are often nonthreatening ways to involve adults in cooperative group interaction. Usually, art activities work best when a light-hearted approach is needed for stimulating thought about a topic.
Games: Games may occasionally be used for a change of pace in reviewing content and encouraging relationships. Be cautious about using games that require previous Bible knowledge, since adults who lack that background may feel excluded.
Service projects: Some of the best learning teachers can provide adult groups is to lead them to work together in projects that benefit others. Teachers and leaders who schedule opportunities for service projects also find them ideal means of building interest and enthusiasm.
Music: Adult groups that use music have traditionally used it for a variety of purposes: worship, group participation, keeping something going until all the late-comers are in place, and so on. The powerful benefit of music as an aid to learning is often not considered in the selection of music. This pattern is unfortunate. Music that expresses key thoughts from a session is a powerful means of aiding people in remembering those ideas and motivating them to act accordingly.
2. Teachers provide adequate space and a comfortable environment that invites adults to participate as part of group experiences.
3.
© 2003 Gospel Publishing House, Springfield, MO. Permission to duplicate for local church use only.
