Aging and Its Effect on the

Teaching-Learning Process
EDUC 111: Group 5 (Caballero, Pineda, Doctolero, Reyes)
Objectives
At the end of the discussion, the
participants must be able to:
a. enlist the factors that affects teaching-l
earning process on adult learners.
b. propose other strategies on teaching
adult learners other than what is to be
discussed; and
c. share insights of what would it be
educating our adult citizens.
Physiological Aspects of Aging
on Learning
Physical changes
a. Weakening of the senses affects the
cognitive function.
b. Impairment of the blood vessels affects
the delivery of oxygen to the brain.
c. Neurotransmitters has been greatly
decreased.
d. Other factors (stress, emotional factors,
illness, etc.)


Other facts:
a. 1% from the population of age twenty-five
and above has declined ability to learn.
b. There are two types of intelligence factor.
Factors of intelligence
Primary mental
abilities
Includes:
a. Numeric facility
b. Word fluency
c. Verbal meaning
d. Inductive
reasoning
e. Spatial orientation

Secondary mental
abilities
Includes:
a. Fluid intelligence
(Memorization)
b. Crystal
intelligence
(Verbal abilities
and Judgement)


Secondary mental abilities
Fluid intelligence
Also known as
natural
intelligence.
Biologically and
genetically
determined.
Crystalized intelligence
Also known as
nurtured
intelligence.
Intelligence altered
by education and
experience.
Secondary mental abilities
Fluid intelligence
Intelligence most
used by young
people
Crystalized intelligence
Continues all
throughout life
stages
1. Education
2. Exercise
3. Being physically
healthy
4. Engaging in
brain
stimulating
activities.
(puzzles,
crossword, etc.)
How will we
increase our
retention of mental
processes?
Things to do.

Experiential aspects of aging
on learning
Experience is the best teacher especially
for adult citizens.
Adults definitely have more experiences
than the young ones.
Through experience, adults establish their
identities.
Because of this experiences, expectations
on them from others and from themselves
go high.
On a traditional classroom setting, adults
may not be able to bring their
experiences with them when its not
related to the topic being discussed.
Other experiences may hinder learning. A
new learned idea may contradict an old
idea by which the adult learner believe.
Psychological self-image of
the adult learner
There are stages of life:
1. Infancy
2. Childhood
3. Adolescence
4. Adulthood
Adult stage happens when an individual
establishes his/her preferred self-image.

Adults start to have a more self- directed
attitude.
Work contributes to the self-identification
of an individual.
Occupational activities influence many
lives outside work.
Acquiring new skills for vocational reasons
adds learning to an adult individual.
Learning expectations of the
adult
Adults tend to be selective as to which
content they must learn.
Adults can be considered students
practicing self-regulation.
They are more of self-directed learner,
being able to monitor classroom learning
as well as learning from the activities
outside school.
Having a mentality of readiness, problem
orientation, and time perspective helps
sustain the interest of the adults to learn
more.
Adult learners are more problem-
centered and they want to make learning
to be applied on their lives.

Implications for educators in
higher education
Teachers should have a different
approach in teaching adults.
Adults do not learn for the sheer pleasure
of learning.
Applications of acquired knowledge are
the main reason of the adults engaging in
learning.
For the teacher, activities should be
designed according to the interest of the
students. However, those activities should
still be relevant.
Adult learners are not always motivated
to learn. Letting them know what would
be the outcome of such activity/lesson
may help.
Group role playing, case studies, etc. can
catch the attention of an adult learner.
Adult learners usually excel on areas of
analysis, conceptualization, creativity and
judgement.
Sharing stories of experiences of the adult
learners helps a lot.
Dominating personalities may occur on
adult learners with too much experiences.
With this, the educator must learn timing:
when to intervene and when not to.
THE END
Thank You !
References
Crawford, D. (2004). The Role of Aging in Adult Learning:
Implications for Instructors in Higher Education.
Retrieved from
http://education.jhu.edu/PD/newhorizons/lifelonglea
rning/higher-education/implications/