Geragogy Guidelines

(Guidelines on Training Senior Learners)

A Collaboration between

and
 GERAGOGY GUIDELINES

© 2021 Council for Third Age

All rights reserved. Unless otherwise specified, no part of this publication may be reproduced or utilised in any
form or by any means, electronic or mechanical, including photocopying and microfilming, without permission
in writing from the Council for Third Age and Singapore University of Social Sciences.

Council for Third Age

Junction 8 (Office Tower)
9 Bishan Place #10-01
Singapore 579837
Email: c3a@c3a.org.sg

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Contents
1 ABSTRACT ................................................................................................................... 4

2 INTRODUCTION ........................................................................................................... 5

2.1 Background .............................................................................................................. 5

2.2 The need for Geragogy Guidelines .............................................................................. 5
2.3 The C3A-SUSS Geragogy Approach ........................................................................... 6
2.4 About Council for Third Age ........................................................................................ 7
2.5 About Singapore University of Social Sciences ............................................................. 7

PART I – UNDERSTANDING SENIOR LEARNERS ......................................................... 8

3 LEARNING CHARACTERISTICS AND NEEDS OF SENIORS ..................................... 8

4 CHALLENGES FACED BY SENIOR LEARNERS ....................................................... 10

PART II – EFFECTIVE TEACHING METHODS............................................................... 11

5 GENERAL PRINCIPLES AND TIPS ............................................................................ 11

6 TEACHING METHODS ADDRESSING SPECIFIC CHARACTERISTICS ................... 13

6.1 Addressing the preference for practical learning .......................................................... 13

6.2 Acknowledging developed opinions, values and beliefs ................................................ 15
6.3 Tapping on senior learners’ self-motivation ................................................................. 17
6.4 Recognising senior learners as unique individuals ....................................................... 19
6.5 Catering for lower energy levels ................................................................................ 21
6.6 Addressing the lack of confidence ............................................................................. 23

PART III – EFFECTIVE TRAINER CHARACTERISTICS ................................................ 25

7 TRAINER CHARACTERISTICS SENIORS APPRECIATE .......................................... 25

7.1 Professional and Knowledgeable .............................................................................. 26

7.2 Respectful .............................................................................................................. 26
7.3 Empathetic ............................................................................................................. 27
7.4 Facilitating and Flexible ............................................................................................ 27
7.5 Engaging................................................................................................................ 28
7.6 Relevant and Relatable ............................................................................................ 28
8 CONCLUSION ............................................................................................................ 29

9 REFERENCES ............................................................................................................ 30

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List of figures

Figure 1. C3A-SUSS Geragogy Approach .............................................................................................. 6

Figure 2. Common challenges faced by senior learners ...................................................................... 10
Figure 3. Strategies to address practical learning needs ...................................................................... 13
Figure 4. Strategies to acknowledge senior learners' developed perspectives .................................... 15
Figure 5. Strategies to tap on senior learners' self-motivation .............................................................. 17
Figure 6. Strategies to recognise senior learners as unique individuals .............................................. 19
Figure 7. Strategies to cater for lower energy levels ............................................................................ 21
Figure 8. Strategies to address the lack of confidence ......................................................................... 23

List of tables

Table 1. Learning characteristics and needs of senior learners ............................................................. 8

Table 2. Recommended training methods for addressing practical learning needs. ............................ 14
Table 3. Recommended training methods for acknowledging developed perspectives ....................... 16
Table 4. Recommended training methods for tapping on senior learners' self-motivation ................... 17
Table 5. Recommended training methods for recognising senior learners as unique individuals ........ 19
Table 6. Recommended training methods catering for lower energy levels ......................................... 21
Table 7. Recommended training methods for addressing the lack of confidence ................................ 23
Table 8. Characteristics of effective trainers ......................................................................................... 25

Disclaimer:

This publication is a product of Council for Third Age (C3A) and Singapore University of Social Sciences
(SUSS). It aims to provide recommendations and guidance in the area of engaging older adult learners and/or
senior learners in their learning journey and to enhance their learning experience. Users are advised to apply
the information at their own discretion.

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1 ABSTRACT

This set of Geragogy Guidelines is developed by Council for Third Age (C3A) and Singapore
University of Social Sciences (SUSS).

With a rapidly ageing population and the increasing proportion of older adults participating in
lifelong learning (“senior learners”), there is a need to consider and address the learning needs
and challenges unique to senior learners to support their learning journey, which is one of the
key components to successful ageing.

This publication takes into consideration the unique characteristics and needs of senior
learners and recommends effective training methods that can be adopted by trainers and
organisations involved in teaching senior learners. The objective is to help enhance the
learning landscape by creating a positive and inclusive learning environment. These
guidelines will highlight effective trainer traits that are welcomed by senior learners, to serve
as a reference for trainers to build upon for their personal growth, enabling them to be better
equipped to engage and guide senior learners.

The recommendations in this publication are relevant for interactive engagement with senior
learners in both formal and informal settings. It is acknowledged that with the recent
acceleration of digitalisation, more seniors are embracing and adopting technology for online
learning. In this new area of learning, these guidelines will also be applicable for online
learning programmes that incorporate interactive learning.

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2 INTRODUCTION
2.1 Background
Population ageing—the increase in the share of older persons—characterises the
demographic transition that is occurring throughout the world. The global population aged 60
years or over is projected to reach 2.1 billion by 2050, and in Singapore, it will be one in four
Singaporeans (Ministry of Health, 2016) by 2030.

At the same time, Singaporeans are living longer and staying healthy for longer periods, with
an expected life expectancy of 83 years as of 2019 (Department of Statistics, 2019). In the light
of this demographic trend, it is critical that Singaporeans are able to age confidently and
gracefully. These additional 15 to 20 years in their silver years allow the opportunity of self-
discovery, for one to make choices and take actions that lead to purposeful self-development
and contributions to the community. Such plans may address various aims in being able to
stay healthy (physically, mentally, socially and emotionally), such as revisiting personal
passions and hobbies, fulfilling aspirations through meaningful job opportunities or a second
career, staying financially independent, or even contributing to the community by volunteering.

Lifelong learning serves as one of the key components to successful ageing as it also allows
seniors to acquire the necessary resources and growth that help them stay cognitively active,
socially engaged and financially independent as they enjoy their silver years.

2.2 The need for Geragogy Guidelines

In the adult learning landscape, it is noted that one of the major features for adult learning is
the concept of andragogy. In particular, Knowles’ theory of andragogy, which emphasises that
adult learners are self-directed and expect to be actively involved in their learning process,
wields significant influence. Knowles’ theory is based on assumptions that the adult learner is
an independent, self-motivated and practical learner with a wealth of life experiences that
serves as their personal resource in learning. Throughout their learning journey, adult learners
would need to understand the relevance of the knowledge taught and how it can be applied,
especially when there is a need to address necessary tasks or a change in their life situations.

However, though andragogy is based on characteristics of adult learners in general, current

literature such as Formosa (2012) highlights that the learning journeys of older adults (i.e.
senior learners), are further characterised by physical, emotional and social dimensions that
are distinct from younger adult learners. Findsen and Formosa (2011) have also emphasised
that trainers should be aware of these unique characteristics and adjust their teaching plans
accordingly. This highlights the proposition that in order to ensure effective teaching for senior
learners, trainers must take into consideration the senior learner’s characteristics such as
specific learning styles, attitudes and physical ability.

As such, these needs point towards the necessity of “geragogy”, which refers to the theory
proposing that "instructional practices are more effective when designed to address the
distinctive physical, psychological, and social realities of populations of learners characterised
as elderly” (Johnson, n.d.).

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2.3 The C3A-SUSS Geragogy Approach

The Council for Third Age (C3A) recognises the importance of adopting appropriate teaching
methods and techniques to cater to the learning characteristics and needs of senior learners,
and hence the importance of geragogy guidelines for the senior learning landscape in
Singapore. To better understand and address this need, C3A has collaborated with the
Singapore University of Social Sciences (SUSS), an institute known for its expertise in the
area of lifelong learning and gerontology, to jointly develop the geragogy guidelines relevant
for our local context.

Current research on geragogy, however, remains rather limited, given that geragogy is a
relatively new concept. The information contained in these guidelines is distilled from local
and overseas literature, expert gerontological knowledge as well as insights through
interviews, surveys and focus groups discussions from various stakeholders, such as trainers1
and senior learners2, on their experiences in learning. The findings assimilated from these
sources provide the framework and content for the publication.

These guidelines cover three key components:

1) Understanding senior learners

2) Effective training methods
3) Effective trainer characteristics

Drawing from the research about senior learners, there are 6 key learning characteristics
relating to the individual’s uniqueness, motivation, confidence level, energy level, preference
for practical learning as well as his or her developed opinions, values and beliefs.

Figure 1. C3A-SUSS Geragogy Approach

1
A total of 20 trainers from tertiary institutions and community-based organisations were interviewed.
2
A total of 762 seniors were surveyed and 26 seniors were engaged through focus groups discussions and
interviews.

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To address the diverse learning characteristics and the needs of the senior learners, effective
training methods will be elaborated through recommendations of different strategies,
techniques and tools. These recommendations cover both general principles applicable for
senior learners as well as specific methods that can address the respective characteristics
and needs of senior learners.

In addition to the recommended training methods and an in-depth understanding of senior

learner’s characteristics, the trainer’s personal traits will also determine how senior learners
would be effectively engaged. Trainers should strive to exhibit these traits which seniors have
articulated that they value and prefer.

This publication is intended as a reference for any persons, in particular trainers, involved in
coaching and training seniors in both formal and informal settings. We hope the
recommendations will help trainers alleviate learning barriers and support senior learners to
achieve better results and experiences in their learning process. By cultivating a positive and
fruitful experience through an inclusive learning environment, seniors will be encouraged to
continue participating in various learning opportunities and reap the benefits of learning to age
well in their silver years.

2.4 About Council for Third Age

The Council for Third Age (C3A), set up in May 2007, is an agency which promotes active
ageing in Singapore through public education, outreach and partnerships. As an umbrella
body in the active ageing landscape, with its focus on lifelong learning, senior volunteerism,
and positive ageing, C3A works with and through partners to help third agers age well.

Through various initiatives and platforms, third agers can self-discover and enhance their
different dimensions of wellness in their journey of positive ageing. C3A aims to create a
vibrant pro-age Singapore where seniors can participate as integral members of society.

C3A is the administrator for the National Silver Academy (NSA), and is one of the pioneers
in Singapore in Intergenerational Learning Programmes.

2.5 About Singapore University of Social Sciences

The Singapore University of Social Sciences (SUSS), set up in 2005, is one of the leading
institutions that champion lifelong learning and aims to develop future thinkers and learners
to their fullest potential. Through their broad range of continuing education and modular
training courses, learners can have the opportunity to upgrade their professional skills and
knowledge, and in turn contribute to the society.

Being a pioneer in the area of gerontology, SUSS serves as one of the leading experts in
this sector, established for programmes such as the Master of Gerontology which provide
insights and training pertaining to the eldercare and silver sector.

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PART I – UNDERSTANDING SENIOR LEARNERS

To support the lifelong learning journeys of senior learners, sensitivity to the varied learning
characteristics and needs of the senior leaners and the challenges faced is important in
creating an inclusive and conducive learning environment.

3 LEARNING CHARACTERISTICS AND NEEDS OF SENIORS

Within the population of senior learners, it is acknowledged that they are also a heterogeneous
group with specific characteristics that lead to different types of needs to be addressed. These
characteristics may be intrinsic, i.e. pertaining to the learners’ style and personal attitudes
towards learning; and biological, i.e. pertaining to the learner’s physical energy level.

These characteristics are matched with respective learning needs such as the preference for
interactive learning, where courses should incorporate different learning challenges and
opportunities to learn new skills or make use of a variety of teaching methods or tools.

Senior learners also look out for trainers who are able to relate and empathise with their
psychosocial needs by providing respect, encouragement and acceptance of their unique
viewpoints in their learning journey.

LEARNING LEARNING NEEDS OF SENIOR LEARNERS

CHARACTERISTICS

STYLES THE NEED FOR:

 Practical learning Interaction, dialogue and active learning

Senior learners prefer practical learning activities and need
to be engaged while learning, such as through dialogue and
conversations. This preference also indicates a need for
courses that allow participants to learn and apply skills
relevant for their lifestyle or aspirations.

 Unique Respect and support

Senior learners are individually unique due to different
educational, family and work backgrounds, which in turn
affect their pace and level of learning and understanding. As
such, a group of senior learners is always heterogeneous,
and hence there is a preference for trainers who are able to
recognise their unique strengths and weaknesses.

ATTITUDES

 Self-motivated Learning challenges and opportunities

and goal-oriented Senior learners are self-motivated and goal-oriented.
They will put in effort to learn new skills, often motivated by
peers and their passion for learning. Such learners would
prefer trainers who are able to address their various needs
and pace the training accordingly.

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 Developed Acknowledgment, acceptance and encouragement

opinions, values Senior learners often have developed opinions, values and
and beliefs beliefs, acquired through their life experiences and
relationships with family and friends, at work and in their
community. Such learners would appreciate trainers who can
acknowledge and recognise their experiences and take into
consideration their viewpoints during classes.

 Lack of Empathy and encouragement

confidence Senior learners may have lower self-esteem due to poor self-
image, negative mind-set about learning, fear of failure,
resistance to trying new tasks, poor prior school experience,
negative peer group pressure or low educational
qualifications. Learners with this characteristic would benefit
more from trainers who are able to empathise and provide
support and encouragement in their learning journey.

PHYSICAL ABILITY

 Lower energy Varied teaching methods

levels Senior learners may have a lower level of energy and require
varied teaching methods to add interest and liveliness to the
class. Such learners would benefit from courses that are
designed with varied experiential learning methods, such as
group discussions and role-play among others.

Table 1. Learning characteristics and needs of senior learners

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4 CHALLENGES FACED BY SENIOR LEARNERS

As senior learners explore the various learning opportunities available, they may encounter
challenges during their learning experience if their various learning needs are not addressed.

These challenges can be intrinsic, i.e. emotional challenges such as lack of confidence and
motivation; biological, i.e. physical constraints such as poorer information retention and prone
to fatigue; and circumstantial, i.e. structural challenges due to the lack of opportunity to
practise and apply the knowledge learnt, and unfamiliarity with digital technology during
courses or to access online resources. These common challenges faced by senior learners
affect their learning experiences negatively, which in turn hinder their learning progress or
even deter them from pursuing lifelong learning.

Recognising and understanding these common challenges faced by senior learners is the first
step towards effective delivery of training methods. It is also important to note that the senior
learner may experience a combination of the common challenges throughout their learning
journey.

Figure 2. Common challenges faced by senior learners

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PART II – EFFECTIVE TEACHING METHODS

To mitigate the various challenges encountered by senior learners, different teaching

methodologies are necessary to target various needs and challenges for a positive learning
experience. These effective teaching methods consist of general principles and tips that can
be applied in general, as well as specific methods for addressing the unique characteristics
and needs of senior learners.

5 GENERAL PRINCIPLES AND TIPS

In general, course materials and the delivery methods used during programmes should be
developed and executed with senior learners in mind.

Course materials can be made senior-friendly through simple adaptations such as enhancing
readability by making use of larger font sizes and colour coding to differentiate content. This
is in view of biological changes that may accompany ageing, such as deteriorating eyesight,
affecting the ability to read comfortably. Hard copies of course materials can also be made
available as an alternative, in cases where senior learners may be uncomfortable with reading
online content or have no easy access to digital resources.

During the conducting of courses and programmes, trainers can consider using delivery
methods such as communicating at a slower pace and allowing opportunities in class to
summarise key points in order to help senior learners recap the knowledge learnt. Trainers
should also be prepared to offer further guidance, where necessary, for senior learners who
may be learning at a slower pace as compared to the rest of the class.

These general principles and tips can be applied for a multitude of circumstances, including
courses conducted with a class of only senior learners, or with mixed groups of senior and
young adult learners.

5.1 Develop senior-friendly course materials

5.1.1 Use short, succinct language in training materials.

5.1.2 Adopt familiar fonts instead of serif, and novelty fonts that are hard to read.

5.1.3 Avoid the use of all italics and all capital letters in sentences.

5.1.4 Choose larger font size to improve readability such as 12-point font size or larger for
Word documents, and 24-point font size or larger for Powerpoint presentations.

5.1.5 Use different colour schemes appropriately to improve readability.

Avoid using too many colours as it distracts senior learners.

5.1.6 Avoid colours that cause chromatic aberration.

5.1.7 Ensure good foreground and background contrasts, as a low colour scheme contrast
makes reading difficult. For example, use dark text and graphics on light
backgrounds.

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5.1.8 Include the appropriate use of visuals that are clearly labelled to explain theoretical
concepts.

5.2 Provide hardcopy course materials as alternatives during training

5.2.1 Distribute soft copy version of the materials in advance before course
commencement, allowing seniors sufficient time to digest its content.

5.3 Communicate clearly at a slower pace with simple language

5.3.1 Avoid jargon and technical terms where possible.

5.3.2 Explain with relevant examples that relate to senior learners' experiences or use
visuals to illustrate. For example, while guiding seniors on connecting to WIFI, use
specific examples with screenshots of the necessary steps to take and explain at a
slower pace.

5.4 Provide support for senior learners who may have slower learning speed
5.4.1 Consider facilitating one-on-one guidance through peer-learning opportunities during
class.

5.4.2 Provide additional time to answer queries during breaks or after class.

5.5 Incorporate opportunities to recap learning objectives

5.5.1 Recap learning points with summary notes at the end of each section or conduct end-
of-class discussions to reinforce learning points.

5.5.2 Hold small groups discussions, with a group leader summarising the points
made.

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6 TEACHING METHODS ADDRESSING SPECIFIC LEARNING CHARACTERISTICS

While the recommended general principles address common challenges faced by senior
learners, it is also important to complement them with the use of specific strategies and
teaching methods that address the specific characteristics and needs of senior learners, which
include:

1. Addressing senior learners’ preference for practical learning

2. Acknowledging senior learners’ developed opinions, values and beliefs
3. Tapping on senior learners’ self-motivation towards learning
4. Recognising senior learners as unique individuals
5. Catering for lower energy levels
6. Addressing the lack of confidence

Trainers can make use of various strategies such as incorporating opportunities for hands-on
learning, peer-learning or self-learning at various stages of the course, and affirming the
senior learner’s inputs or achievements during class.

Further examples of specific training methods and techniques are elaborated in the following
sections for respective characteristics and needs.

6.1 Addressing the preference for practical learning

Senior learners with this characteristic prefer learning activities, interaction and dialogue.
Effective training methods for such learners focus on enabling peer learning, increasing
trainer-learner interaction, and applying what the learners have learnt by having mini-tasks
and hands-on learning activities.

Allocate time and

resources for trainer-
learner interaction

Create peer Incorporate

learning hands-on
opportunities learning
activities

Addressing
practical
learning
needs

Figure 3. Strategies to address practical learning needs

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6.1.1 Recommended training methods for addressing practical learning needs

Strategy Recommended training method

a) Create peer Conduct small group discussions to encourage social

learning interaction among senior learners.
opportunities
Create cross teaching opportunities where a senior learner
teaches another senior learner. For example, in a smartphone
course, incorporate assignments to be completed in pairs, such
as taking each other’s photographs and sending it to the
partner via phone functions (Bluetooth) or messaging apps.

b) Allocate time Guide senior learners in the practicum and offer personal
and resources coaching if necessary.
for trainer-
learner Demonstrate learning tasks.
interaction
Pay more attention to senior learners and monitor their
progress.

Use multiple communication platforms such as SMS, email

and/or other modes of communication, whether mobile or
otherwise. For example, when a class is rescheduled, try to
inform all senior learners, especially those who are not present
in class through multiple ways. If applicable, chat groups on a
common messaging app can be proposed to encourage
interaction and bonding within the class.

c) Incorporate Introduce role-play, discussion or practical segments. For

hands-on example, role-play sessions can be used for courses on
learning communications skills to demonstrate various scenarios and
activities application of techniques.

Reinforce what the senior learners have learnt through active

learning involvement such as conducting a quiz or game.

Use teaching tools like flip charts and card/ board games
designed for seniors for practical activities.

Provide learning tools for personal use. For example, a colour

chart can be provided for each senior learner for his/ her
personal application in an image grooming class. Also, learning
tools may be made affordable and easily accessible.

Create mini tasks for senior learners to solve. These can serve
as opportunities for them to review and apply the skills learnt.

Table 2. Recommended training methods for addressing practical learning needs

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6.2 Acknowledging developed opinions, values and beliefs

Senior learners generally have developed opinions, values and beliefs which they have
acquired through their life experiences and relationships with family, work and community.
This results in a need for affirmation and acceptance of their perspectives which they strongly
feel are validated.

To address this characteristic of senior learners, it is recommended that trainers seek to

understand the learners’ perspectives, affirm their learning journeys and achievements, and
at the same time challenge them respectfully so that they are open to accepting new
perspectives, opinions and knowledge. Trainers can also consider building friendships with
learners to enhance the rapport between each other during learning.

Affirm their
learning journeys
and
achievements
Understand
learners' point Challenge them
of view respectfully

Acknowledging
developed
perspectives

Figure 4. Strategies to acknowledge senior learners' developed perspectives

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6.2.1 Recommended training methods for acknowledging developed perspectives

Strategy Recommended training methods

a) Understand Offer to listen, seek to understand and guide them to view things
learners’ from another perspective.
point of view
Build rapport with senior learners during break time or before class
commencement.

b) Affirm their Affirm the learning process and achievements of senior learners
learning through encouraging feedback such as clapping, words of
journeys and encouragement or treats among others.
achievements
Provide specific feedback on the progress and areas of
improvement for senior learners.

Set an affirming tone, for example, by emphasising that ‘we are

here to learn’ and stating clearly the benefits and rationale of the
course.

Create a positive learning environment by using methods and

practices or ‘code of ethics’ such as the use of positive words,
having one person talking at a time, ensuring mutual respect of one
another’s views, punctuality and commitment to privacy, i.e. to
keep what was shared in class confidential.

c) Challenge the Challenge senior learners in a respectful way to develop new ideas
learners and break out of their familiar comfort zone. Aspire to make use of
respectfully the suitable ways of communicating so as to cater for the different
learning styles of the senior learners.

Help senior learners open up to new perspectives through methods

such as experiential learning through role-play.

Table 3. Recommended training methods for acknowledging developed perspectives

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6.3 Tapping on senior learners’ self-motivation

Senior learners with this characteristic are self-motivated and goal-oriented. They will put in
effort, motivated by an interest to learn. These learners benefit from exposure to learning
challenges and opportunities.

To maximise the benefits of senior learners’ self-motivation, trainers may emphasise the
relevance of the course to the learners’ personal goals, encourage and facilitate peer and self-
learning, and create learning challenges and opportunities.

Encourage and
facilitate peer and
self-learning
Emphasise Create learning
relevance of challenges and
training opportunities

Tapping on
senior
learners’
self-
motivation

Figure 5. Strategies to tap on senior learners' self-motivation

6.3.1 Recommended training methods for tapping on senior learners’ self-

motivation

Strategy Recommended training methods

a) Emphasise relevance Explain the benefits and practical applications of the

of training classes which will lead senior learners towards improving
the activities of their daily living. For example, for a class
on digital banking, emphasise the benefits and
convenience of such apps in the current digital age.

Provide examples of practical applications of the class.

For example, an art trainer illustrates how he uses his
drawing skills to capture his travels in a journal. He brings
his personal travel journal as illustration sample.

b) Encourage and Encourage senior learners to contribute or share new

facilitate peer and ideas.
self-learning
Encourage senior learners to form chat groups so that
they can continue to learn and socialise beyond
classroom sessions.

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Encourage and facilitate Get senior learners to share their work with the class.
peer and self-learning
(continued) Share work done by previous classes to give senior
learners new ideas. It also motivates them to learn when
they get to see completed work of their peers.

Introduce ice-breaking activities to get senior learners to

mingle among themselves.

Offer to video record trainer’s demonstrations so that they

can review and practise at their own time. For example,
a recording of trainer’s demonstration in a keyboard
course can help learners to review their own learning at
their own pace outside the class.

Assign course work to senior learners and be available

for discussions prior to the start of class or end of class.

Provide more or have challenging tasks/ assignments,

ideally based on the ability and interests of the senior
learners.

c) Create learning Create opportunities for senior learners to volunteer as

challenges and senior teachers or facilitators in other programmes to
opportunities broaden their horizons. For example, invite senior
learners in the course to volunteer as facilitators in their
community volunteer outreach programme.

Assign senior learners to be assistants in class to support

those who may need more time to process and
understand course content.

Give specific pointers or advice on where senior learners

can work on to improve their learning outcomes.

Table 4. Recommended training methods for tapping on senior learners' self-motivation

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6.4 Recognising senior learners as unique individuals

Senior learners are unique due to different, cumulative educational, family and work
experiences which affect their rate and level of learning and understanding.

Unlike young learners, who often start their learning journeys with a ‘blank slate’ or at similar
learning levels, senior learners come into class as a deeply heterogenous group with marked
differences from one another. Recognising this characteristic in senior learners helps them
feel respected and supported in their learning journeys.

For effective training delivery, trainers may improve the learning experience by recognising
the individuality of senior learners, affirming their individual learning inputs during class, and
catering for learning differences among learners.

Affirm individual
learning inputs

Recognise Cater for

individuality of learning
learners differences

Recognising
senior
learners as
unique
individuals

Figure 6. Strategies to recognise senior learners as unique individuals

6.4.1 Recommended training methods for recognising senior learners as unique

individuals

Strategy Recommended training methods

a) Recognise Seek to understand the backgrounds of the learners, such as

individuality of through ice-breaking games to help in profiling. Make notes of
learners their learning preferences, goals and characteristics.

Share personal life stories to encourage senior learners who

are more reserved to step out of their comfort zone and share
about their life stories. By sharing personal life stories, trainers
can also communicate and emphasise the message that the
learners’ own life experiences have value.

Pose questions to engage and help senior learners to link the

lessons to their personal, unique experiences.

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Recognise Apply a story-telling approach to deliver learning. For example,

individuality of share stories that are related to senior learners’ life situations.
learners (continued)
Build rapport with senior learners. For example, take the
opportunity to get to know senior learners on a personal level
by talking to them on topics such as family and hobbies.

Address senior learners by their names as a form of respect.

b) Affirm individual Encourage senior learners to give suggestions in class. Thank

learning inputs them after receiving the suggestions.

Allocate some time for the more vocal and active senior
learners to share their thoughts and experiences.

c) Cater for Understand the educational and professional backgrounds of

learning the learners. Group the senior learners with similar
differences backgrounds for group work and discussion.

Design activities with varying difficulty levels. For example,

easier tasks may be designed for senior learners who require
more time to learn, while more challenging tasks may be
designed for faster learners.

Give clear and specific instructions. For example, in an IT-

related course on creating an email account, give clear, step-
by-step instructions to guide senior learners with screenshots.

Pair the faster senior learners with slower senior learners to

encourage peer-learning.

Offer to provide one-on-one sharing sessions for senior

learners who require more help or are facing learning
challenges.

Give personal attention to senior learners who face challenges

in learning. For example, check on their progress informally
during tea-break time or after class.

Treat senior learners as equals despite learning differences, as

everyone is learning from one another.

Table 5. Recommended training methods for recognising senior learners as unique individuals

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6.5 Catering for lower energy levels

Due to the physical impact of ageing, some senior learners may face various age-related
changes such as lower levels of energy or shorter attention spans that can increase the
difficulty of their learning process.

This characteristic may be mitigated by ensuring that lessons are engaging and lively so as
to sustain the interest of the learners; facilitating social interaction as learners may energise
themselves through socialising; and by incorporating strategic breaks in class to allow
learners the opportunity to refresh themselves.

Facilitate
social
interaction
Ensure
Incorporate
learning is
strategic
engaging and
breaks
lively

Catering
for lower
energy
levels

Figure 7. Strategies to cater for lower energy levels

6.5.1 Recommended training methods catering for senior learners with lower
energy levels

Strategy Recommended training methods

a) Ensure Simplify teaching tools through the use of games and colour charts.
learning is
engaging Design a combination of presentation formats as lessons progress.
and lively For example, in a singing or keyboard course, start with an
individual performance, then to a group and finally to an ensemble.
This encourages cooperation and coordination among senior
learners.

Promote creativity among learners. For example, current events

may be a source of inspiration, such as using National Day as the
theme for a flower arrangement course assignment.

Provide constant examples and stories to help senior learners

connect what they have learnt to their personal lives.

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Ensure learning Create opportunities for learners to perform or present the results
is engaging and of their learning. For example, an image grooming course may
lively (continued) include coaching learners to prepare for catwalks in fashion events.

Show short and lively videos (less than 5 minutes) to guide group
discussion.

Show funny videos as a break to liven up their mood and tiredness.

Share healthy and light-hearted jokes.

b) Facilitate Conduct small group discussions to encourage social interaction

social among the senior learners.
interaction
Utilise breaks as opportunities for senior learners to interact. Such
informal sessions help them to bond better.

Encourage senior learners to do a self-introduction at the first

session.

c) Incorporate Introduce simple group physical exercises such as stretching.

strategic
breaks Provide multiple and short breaks.

Table 6. Recommended training methods catering for lower energy levels

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6.6 Addressing the lack of confidence

Senior learners may have a lack of confidence due to poor self-image, negative mindset, fear
of failure, unpleasant prior learning experience or low levels of education. This may result in
them being unwilling to try new tasks.

Trainers may help to address the lack of confidence by displaying empathy for their struggles
and building meaningful rapport, affirming their learning, and encouraging their learning efforts.

Affirm learning

Display
Encourage
empathy and
learning efforts
build rapport

Addressing
the lack of
confidence

Figure 8. Strategies to address the lack of confidence

6.6.1 Recommended training methods for addressing the lack of confidence

Strategy Recommended training methods

a) Display Show empathy and encourage senior learners to continue

empathy and learning despite facing different challenges.
build rapport
Offer one-on-one counselling sessions for senior learners who
require more help or face learning challenges.

Encourage learners to interact among themselves to provide

mutual support. This can be done through small group
discussions and ice-breaking activities.

Build rapport with senior learners during break time or before

class commencement. Offer to listen, seek to understand any
existing anxieties and guide them to a more positive mindset
towards the course.

Encourage post-class bonding sessions to support social

connectedness. For example, after completing an oil painting
course, learners can be updated on art events or exhibitions to
participate as a group via social outings.

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Display empathy Send personalised motivation messages to senior learners.

and build rapport
(continued) Have class photo-taking at the end of the course to celebrate the
completion of the learning journey of senior learners.

b) Affirm learning Affirm the learning process and achievements through

encouraging feedback such as clapping and words of
encouragement.

Provide specific feedback on the learning progress and areas of

improvement of senior learners.

c) Encourage Create a positive learning environment by using methods and

learning efforts practices such as the use of positive words, having one person
talking at a time, ensuring mutual respect of one another’s views,
punctuality and commitment to privacy, i.e. to keep what was
shared in class confidential.

Introduce positive role models to senior learners, such as course

mates who have overcame their limitations and progressed well
in their learning journey.

Emphasise the importance of having fun in learning and

encourage them to not be anxious in striving for excellence and
results.

Break a complex task into various small and simple parts to

make learning more accessible. For example, before one repairs
a kettle in a self-repair course, the overall steps can be broken
down into clear segments, e.g. first learning how to locate the
issue, how to evaluate the damage before picking up the skills
to repair the kettle.

Table 7. Recommended training methods for addressing the lack of confidence

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PART III – EFFECTIVE TRAINER CHARACTERISTICS

In addition to the recommended training methods that can be adopted for use, the trainer’s
personal characteristics (i.e. how a trainer interacts and conduct courses for senior learners)
also play a part in determining the effectiveness of the recommended techniques.

7 TRAINER CHARACTERISTICS SENIORS APPRECIATE

Senior learners prefer engaging trainers who display characteristics of being relevant,
professional and knowledgeable on the contents they are teaching and are equipped with
strong interpersonal skills such as being respectful, empathetic, facilitating, etc.

Professional &  Be committed to high quality teaching and ongoing professional

Knowledgeable learning. Provide useful recommendations and manage the
expectations of senior learners.

Respectful  Be non-judgmental and willing to learn from senior learners as

they bring their unique life experiences and knowledge to learning
journeys.

Empathetic  Empathise with the challenges that senior learners face during
their learning journeys.
 Equipped with coaching and mentoring skills which can help to
develop empathy for senior learners.

Facilitating &  Promote social networking and connection.

Flexible  Recognise that senior learners require more time to recall and
process their learning. Be willing to adjust to their pace of learning
and adapt/ modify content and teaching methods.

Engaging  Be engaging, sociable and humorous to create a light-hearted,

stress-free learning experience.

Relevant &  Be able to help senior learners connect and relate the learning to
Relatable their lives and goals.

Table 8. Characteristics of effective trainers

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To provide relatable context for the respective trainer characteristics in Table 8, further
elaborations are provided in the subsequent scenarios listed below.

7.1 Professional and Knowledgeable

Trainers with this characteristic are committed to high quality teaching and ongoing
professional learning. They are able to give real-life examples that are relevant to course
content so that senior learners have a better understanding on how to put it into practice. They
provide recommendations on other courses that are similar or with progressive difficulty and
create an inclusive and conducive learning environment. They are also able to manage senior
learners’ expectations and capabilities by providing clear descriptions and information on
learning outcomes.

Scenario:

Sam, a senior social worker, has been conducting communication technique courses for
seniors keen to be volunteers for the community. He is able to share different cases and
techniques he has been using to engage with beneficiaries from different socio-economic
backgrounds and races. Being up-to-date on the latest certifiable courses on social work in
the society, Sam has also introduced some of his active volunteers to certificate courses on
counselling and social work.

7.2 Respectful
Trainers with this characteristic are non-judgemental and treat learners with respect. They
understand that senior learners bring their life experiences and knowledge to learning
experiences and are willing to understand the learners’ perspectives and learn from them
where possible.

Scenario:

Suria, a nutritionist, has been providing cooking courses and sharing healthy alternatives in
preparing local dishes. At times, she encounters some course participants who insist that their
cooking methods are more relevant and that there is no need to follow the recommended
steps in her recipes. In such circumstances, Suria keeps herself open to the different cooking
styles that her senior participants have used through the years and acknowledges that there
are merits for the opinions shared. However, she encourages them to try out her alternative
methods as well, as it provides them a chance to learn something new, and these new
techniques may broaden the variety of dishes that the senior participants can make for their
family.

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7.3 Empathetic
Trainers with this characteristic are aware of and empathise with the challenges senior
learners face during their learning journey. They support and encourage senior learners
through rapport-building activities and a positive learning environment.

Scenario:

Charles has been serving as a volunteer IT trainer at his Residents’ Committee for the past
five years. Being a senior himself, he faces the same challenges of learning unfamiliar
technological skills such as online shopping, and is very much aware of the common mindset
where seniors believe that they are too old to learn new things. In his interactions with senior
learners during his sessions, Charles takes time to check in with each of the participants on
his/ her learning status, providing praises for every achievement (such as completing a Skype-
call without guidance required) and encouragement when participants are keen to learn
additional IT skills such as booking transport services through apps or online banking.

7.4 Facilitating and Flexible

Trainers who are facilitative, promote social solidarity and connection by encouraging
interaction among senior learners through activities such as group bonding and adopt an
interactive teaching approach.

Flexible trainers recognise that senior learners require more time to recall and process
information. They are willing to adjust the pace of teaching, adapt or modify the content level
or complexity and training activities so that senior learners can learn comfortably and
confidently.

Scenario:

Amy, a handicrafts trainer, always welcomes her participants cheerfully whenever classes
start, in turn prompting her students to reply in kind. Where there is a newcomer, Amy takes
time before class to befriend the new participant and encourages him/ her to communicate
with the other participants. She is also open to be contacted through messaging apps (e.g.
Whatsapp) and encourages the class to connect and discuss with one another to share ideas
of their next craftwork. In one of her courses, a group proposed to try their hands at making a
sea-themed clay-art frame, and she welcomed the idea. During the class, noting that some
participants encountered difficulty in creating certain clay designs (e.g. crab), she proposed
that they can work on sea creatures that do not require fine details, such as the starfish. At
the end of the course, all her participants were able to complete one sea-themed frame of
varying designs.

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7.5 Engaging
Trainers with this characteristic are able to communicate and maintain the interest of the
senior learners during class. They may employ various techniques such as humour—by telling
funny jokes and making use of role-play to interact with senior learners. Such engaging
trainers are able to create a light-hearted and stress-free learning experience for the learners.

Scenario:

Muthu, a Finance lecturer by day, also guides senior learners in courses on how to set up
online businesses. Though the theories and knowledge taught can be complex and dry, Muthu
is able to keep his participants engaged and attentive by using strategic jokes and short videos
to highlight the different theories and techniques. He also makes use of role-plays for
participants to re-enact different scenarios that one may face and the measures that can be
taken to mitigate risks. His training style is well-received as it serves to deepen the
understanding behind the various theories and techniques while keeping them engaged.

7.6 Relevant and Relatable

Trainers with this characteristic are able to help senior learners associate and connect lessons
to the learners’ life experiences, expectations and goals. They are able to help learners see
the relevance of the new knowledge and skills and how they can relate them to daily life.

Scenario:

Karen provides workshops for seniors on the topic of ageing well. As ageing well constitutes
different areas, including physical, financial and social factors, she keeps herself updated on
current affairs and initiatives suitable for her participants, which she distils and shares.
Personally, Karen believes in ‘walking the talk’, where she endeavours to serve as a role
model in trying new ideas. One example is how she introduced the use of the QR code reader
to senior learners. Having noticed a nearby community festive event that made use of QR
codes to direct individuals to the event webpage, she encouraged her participants to sign up
and showed them how digital skills such as this could be applied to their daily lives to stay
connected to the community.

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8 CONCLUSION

The wide beneficial impact of lifelong learning on a senior learner’s physical and psychosocial
well-being has been documented in various research literature. A positive and inclusive
learning environment would serve to cultivate and facilitate the practice of lifelong learning
especially for the growing population of senior learners. This in turn highlights the importance
of applying appropriate course delivery methods that cater to the diverse spectrum of senior
learners.

Through this publication, it is hoped that the information will help to provide better insights for
trainers and organisations on the unique learning needs and challenges faced by senior
learners. Trainers can build upon their personal growth by referencing the list of effective
trainer characteristics, and enhance their own interactive engagements with senior learners
by adopting the various recommendations for teaching strategies and training methods.

With the acceleration of digitalisation in recent years, resulting in the growth of online learning,
the need to customise delivery and training methods is increasingly important as more senior
learners embrace and adopt technology in their lifestyle. The recommendations within this set
of guidelines would be applicable for trainers and organisations to adopt where necessary,
especially for online learning programmes that incorporate interactive learning components.

As synergy between senior learners and trainers is built through the effective use of teaching
strategies and techniques, we aim to cultivate and enhance a positive and fruitful learning
environment for our senior learners. With greater understanding and collaboration, the local
learning landscape will, in time, become more inclusive, where senior learners will be further
encouraged to partake in various learning opportunities and reap the benefits of lifelong
learning to age well in their silver years.

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The Council for the Third Age (C3A) and Singapore University of Social Sciences (SUSS)
would like to thank the following organisations and all individuals for their contribution to
the successful publication of the Geragogy Guidelines:

En Community Services Society, Family Central, Montfort Care (YAH!), Persatuan

Permudi Islam Singapura, Singapore Association for Continuing Education, Society for
WINGS, Temasek Polytechnic, TSAO Foundation and all senior participants of this project

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Jointly Developed by:

Council for Third Age

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9 Bishan Place #10-01
Singapore 579837

Tel: +65 6358 0333

Fax: +65 6258 7603
www.c3a.org.sg