1. Establishing inclusion
   1. Allow for introductions
   2. Provide an opportunity for multidimensional sharing
   3. Concretely indicate your cooperative intentios to help adults learn
   4. Share something of value with your adult learners
   5. Use collaboartive and cooperative learning
   6. Clearly identify the learning objectives and goals for instruction
   7. Emphasize the human purpose of what is being learned and its relationship to the learners' personal lives and current situations
   8. Assess learners' current expectations, needs, goals, and previous experience as it relates to your course or training
   9. Explicitly introduce important norms and particiaptons guidelines
   10. When issuing mandatory assignments or trianing requirements, give your rationale for them
   11. Acknowledge different ways of knowing, different languages, and different levels of knowledge or skill among learners
2. Developing attitude
   1. Eliminate or minimize any negative conditions that surround the subject
   2. Positively confront the erroneous beliefs, expectations, and assumptions that may underlie a negative learner attitude.
   3. Use differentiated instruction to enhance sucessful learning of new content
   4. Use assisted learning to scaffold complex learning
   5. Promote learners' personal control of learning
   6. Help learners understand that reasonable effort and knowledge can help them avoid faulure at learning tasks that suit their capability
   7. Use relevant models to demonstrate expected learning
   8. Encourage the learners
   9. Make the criteria of assessment as fair and clear as possible
   10. Help learners understand and plan for the amount of time needed for successful learning
   11. Use goal-setting methods
   12. Use learning contracts
   13. Use the entry points suggested by multiple intelligences theory as ways of learning about a topic or concept
   14. Make the learning activity an irresistible invitation to learn
   15. 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)
3. Enhancing meaning
   1. Provide frequent response opportunities to all learners on an equitable basis
   2. Help learners realize their accountability for what they are learning
   3. Provide variety in the personal presentation style, modes of instruciton, and learning materials
   4. Introduce, connect, and end learning activities attractively and clearly
   5. Selectively use breaks, settling time, and physical exercises
   6. Relate learning to individuals interests, concerns and values
   7. When possible, clearly state or demonstrate the benefits that will result from the learning activity
   8. While instructing, use humor liberally and frequesnntly
   9. selectively induce parapathic emotions
   10. selectively use examples, analogies, metaphors, and stories
   11. use uncertainty, anticiptation, and prediciton to the degree that learners enjoy them with a sense of security
   12. use concept maps to develop and link intersting ideas and infomrmation
   13. use critical questions to stimulate engaging and challenging reflection and discussion
   14. use relavant problems, research, and inquiry to facilitate learning
   15. use case study methods to enhance meaning
   16. use role playing to embody meaning and new learning within a more realistic and dynamic context
   17. use simulations and games to embody the learning of mutliple concepts and skills that require a real-life context and practice to be learned
   18. use visits, internships, and service learning to raise awarenss, provide practice, and embody the learning of concepts and skills in authenric settings.
   19. use invention, artistry, imagination and enactment to render deeper meaning and emotion on learning
4. Engendering competence
   1. Provide effective feedback
   2. Avoid cultural bias and promote equity in assessment procedures
   3. make assessment tasks and criteria clearly known to learners prior to their use
   4. use authentic performance tasks to deepen new learning and help learners proficiency apply this learning to their real lives
   5. provide opportunities for adults to demonstrate their learning in ways that reflect their strengths and multiple sources of learning
   6. 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
   7. use self-assessment methods to improve learning and to provide learners with the opporunity to construct relevant insights and connections.
   8. foster the intention and capacity to transfer learning
   9. when necessary, use constructive criticism
   10. effectively praise and reward learning
   11. use incentives to develop and maintain adult motivation in learning activities that are initially unappealing but personally valued
   12. when learing has natural consequences, help learners to be aware of them and their ipact
   13. provide positive closure at the end of significant units of leaning