IntroductionLearning is a lifelong process and creates various expectations for an individual regardless of the environment in which the learning takes place. This process creates many both positive and negative experiences that an individual can apply to new situations in the future. It is not just limited to school settings, but also occurs in informal ways. Experiences outside the classroom can therefore feel more “authentic” and grounded in “reality,” as stated by (Waite & Pratt, 2011). In formal settings such as primary and secondary schools, great emphasis is placed on curricular objectives. Adult institutions are more dynamic in nature and focus not only on the knowledge but also on the experiences gained by the student. Knowledge combined with experience creates a meaningful journey for the adult learner and this allows the individual to have control over their learning outcomes. Stephen Brookfield recognizes the fact that students exhibit similar characteristics regarding their learning. Some of these characteristics are: that “adults show a distinctive motivation towards their learning; who appreciate the inclusion of their experiences and the critical analysis of these in the curriculum; who possess a methodological preference for self-directed learning methods; who exhibit typically adult cognitive modes and who experience certain predictable emotional reactions when they return to learning”, Brookfield (2003). With this integration of student experiences into the curriculum, adult instructors must take new steps to adapt their delivery strategies to actively engage the adult learner. This assignment seeks to report the findings...... half of the paper ... ... student as advocated by Brookfield (2003). ReferencesBrookfield, S. D. (2003). Adult education learning model. In A. DiStefano, K. E. Rudestam, & R. Silverman (Eds.), Encyclopedia of Distributed Learning. Thousand Oaks, CA: Sage Publications. Retrieved from http://sage-ereference.com.ezp.waldenulibrary.org/view/distributedlearning/n9.xmlErickson, D. M. (2007). A developmental reformation of meaning stages in transformational learning. Adult Education Quarterly, 58(1), 61-80.Knowles, M. S. 1980. The modern practice of adult education: From pedagogy to andragogy (2nd ed.). Chicago: Association/Follett.Merriam, S.B. (2004). The role of cognitive development in Mezirow's transformational learning theory. Adult Education Quartley,55(1),60-68.Waite,S.& Pratt,N. (2011). Children learning outside the classroom: birth to age eleven. University of Plymouth.