Integration of Models for Learning Aligned with Beliefs, Assumptions, and Characteristics for effective adult learning

Educator integrates learning models based on the characteristics of adult learners and consistent with beliefs and assumptions about adult learning.
Made by Hope Street Group and Learning Forward
Earn Graduate Credit
Graduate-level credit is available for this micro-credential. You can apply for credit through one of our university partners after successfully completing the micro-credential.
Learn More About Graduate Credit

About this Micro-credential

Key Method

While facilitating an adult learning session, the facilitator plans for and utilizes structures for adult socialization and learning within the professional learning session.

Method Components

Facilitator incorporates learning models, structures, and processes consistent with adult learning theory (andragogy).

Components of adult learning and socialization structures

  • adult socialization and collaboration strategies
  • structure and processing of learning experiences
  • repetition
  • time for reflection
  • accessing prior knowledge
  • relevancy and practicality
  • alignment learning goals
  • choice

Research & Resources

Supporting Research

  • MacKeracher, Dorothy. Making Sense of Adult Learning. U of Toronto, 2004. Print.

  • Krupp, Judy-Arin. The Adult Learner: A Unique Entity. Manchester, CT: Adult Development and Learning, 1982. out of print.

  • Medina, John. “Brain Rules: Brain Development for Parents, Teachers and Business Leaders | Brain Rules |.” Web. Jan. 2016.


Submission Requirements

Submission Guidelines & Evaluation Criteria

Following are the items you must submit to earn this micro-credential and the criteria by which they will be evaluated. To earn this micro-credential, you must receive a passing evaluation for Parts 1 and 3 as well as a “Yes” for each component in Part 2.

Part 1. Overview questions

(300-word limit)

  • Which characteristic(s) of adult learners were considered with regards to the PD session, and how were those characteristics integrated into the PD session?

Part 2. Evidence/artifacts

Educator must submit a professional development plan that clearly identifies how learning models that integrate the characteristics of adult learners will be integrated into the PD session.

This may include the written plan in addition to a video and/or audio recording of the PD session.

Part 3. Reflection

(300-word Limit)

  • What characteristics of adult learners were emphasized in your plans, and how closely aligned were these characteristics with the needs of your audience? How do you know?
  • What was the overall impact of integrating adult learning characteristics into your professional development sessions?
  • (Optional) How might you modify the way you integrate adult learning characteristics into future professional development sessions?

Except where otherwise noted, this work is licensed under:
Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)


Download to access the requirements and scoring guide for this micro-credential.
How to prepare for and earn this micro-credential - in a downloadable PDF document

Ready to get started?