Provide effective feedback

Avoid cultural bias and promote equity in assessment procedures

make assessment tasks and criteria clearly known to learners prior to their use

use authentic performance tasks to deepen new learning and help learners proficiency apply this learning to their real lives

provide opportunities for adults to demonstrate their learning in ways that reflect their strengths and multiple sources of learning

when using rubrucs, make sure they assess the essential features of performance and are fair, valid, and sufficiently clear so that learners can accurately self-assess

use self-assessment methods to improve learning and to provide learners with the opporunity to construct relevant insights and connections.

foster the intention and capacity to transfer learning

when necessary, use constructive criticism

effectively praise and reward learning

use incentives to develop and maintain adult motivation in learning activities that are initially unappealing but personally valued

when learing has natural consequences, help learners to be aware of them and their ipact

provide positive closure at the end of significant units of leaning

Provide frequent response opportunities to all learners on an equitable basis

Help learners realize their accountability for what they are learning

Provide variety in the personal presentation style, modes of instruciton, and learning materials

Introduce, connect, and end learning activities attractively and clearly

Selectively use breaks, settling time, and physical exercises

Relate learning to individuals interests, concerns and values

When possible, clearly state or demonstrate the benefits that will result from the learning activity

While instructing, use humor liberally and frequesnntly

selectively induce parapathic emotions

selectively use examples, analogies, metaphors, and stories

use uncertainty, anticiptation, and prediciton to the degree that learners enjoy them with a sense of security

use concept maps to develop and link intersting ideas and infomrmation

use critical questions to stimulate engaging and challenging reflection and discussion

use relavant problems, research, and inquiry to facilitate learning

use case study methods to enhance meaning

use role playing to embody meaning and new learning within a more realistic and dynamic context

use simulations and games to embody the learning of mutliple concepts and skills that require a real-life context and practice to be learned

use visits, internships, and service learning to raise awarenss, provide practice, and embody the learning of concepts and skills in authenric settings.

use invention, artistry, imagination and enactment to render deeper meaning and emotion on learning

Eliminate or minimize any negative conditions that surround the subject

Positively confront the erroneous beliefs, expectations, and assumptions that may underlie a negative learner attitude.

Use differentiated instruction to enhance sucessful learning of new content

Use assisted learning to scaffold complex learning

Promote learners' personal control of learning

Help learners understand that reasonable effort and knowledge can help them avoid faulure at learning tasks that suit their capability

Use relevant models to demonstrate expected learning

Encourage the learners

Make the criteria of assessment as fair and clear as possible

Help learners understand and plan for the amount of time needed for successful learning

Use goal-setting methods

Use learning contracts

Use the entry points suggested by multiple intelligences theory as ways of learning about a topic or concept

Make the learning activity an irresistible invitation to learn

Use the K-W-L strategy to introduce new topics and cocepts (Learners idenitfy what they KNOW what they WANT TO KNOW, and what they have LEARNED)

Allow for introductions

Provide an opportunity for multidimensional sharing

Concretely indicate your cooperative intentios to help adults learn

Share something of value with your adult learners

Use collaboartive and cooperative learning

Clearly identify the learning objectives and goals for instruction

Emphasize the human purpose of what is being learned and its relationship to the learners' personal lives and current situations

Assess learners' current expectations, needs, goals, and previous experience as it relates to your course or training

Explicitly introduce important norms and particiaptons guidelines

When issuing mandatory assignments or trianing requirements, give your rationale for them

Acknowledge different ways of knowing, different languages, and different levels of knowledge or skill among learners