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[Type text] <br />C. Immediaev <br />1. Pros ides adult learners with as way to pant their new knowledge ilito practice- gi i <br />ves a <br />useful application. for t1lehi forinaluon �'.dhicli -increases the likelihood of tat ntion <br />2. Adult learners slioNvn rcs,)ect and. relevance ruay Figure out the.. inullediate <br />applications of that information for therriselves rnolnients) <br />3. Ariswer adopters questions before covering general information you -think is <br />important <br />D, Safety, <br />1. A-dults are more capable of learning -ivberi they have a safe. environment -to do so <br />5-upportivc andfireefrorrijudgrrient <br />Meets sorne needs,forcoinfort (temperature, seadng, etc) and <br />concen-tration (not too loud or chaotic) <br />2. Avoid asking closed. or "trick" questions where an adopter inay feel that a vvrong <br />ill adversely hilpact their chances of adopting <br />answerwi <br />3- Learners are not set zip to fail or e.-mbarrassed for -their lack of sId"I or knowledge <br />E. Engagenient <br />I. People learil best wben they are actively involbed. with the -111fornlation. <br />2. Rates of retention foradult learners <br />4a) ->o% aru.,ha.t they hear <br />10 4o"O (if what they hear and see <br />So% €af uihat they he .r. see. a-nd do <br />3. People can be engaged. by astan.g open question,,;, (do not have a set, "correct" <br />ansmer) that invite them to dra-.v on their own e,,cpericnces and think critically about as <br />situation. <br />]IV. Learning preferences <br />A. Visual <br />1. Prefer to see what is learned <br />2. T7.il11K. ill pict-ures, prefer to readfoir thenisehes rather H-zan being read to, prefers <br />IiIaDs to printed. or spoken directions <br />B. A-aditory <br />1. Take in new it fornriation best: via sound <br />2. Hear words in head, / say, words ou. t loud when reading, prefer ver"Dal to written <br />directions, recognize changes in tone niore readily, than changes in, flacial ex-1pre'sSion <br />C. lei nest1hetic <br />1. Learn. best by doing <br />2. Prefer to j u rup in and try soniet I i ng, f 1gur it o lit I e <br />theyg,,iandref, <br />r back to -%4,su a]. <br />or auditory cues onlY as needed <br />D. People can learn froni eacla approacti, but nlost people <br />.have a pn-efre.rence for one of these <br />V. Other takeaways -vi, ith implications for adoptions <br />A. Sociocconon.iJestabis does not predict the level of eare provided. on, attacil.rue.ilit to a pet <br />L. Difficult -to look at not theywould be a good. o-kirner <br />ZY <br />2. Don't use ixicome reqnirenlenbs during a.doption. process <br />B. The reason a person gets as pet -I'S 111()re 1111pcwtanl to attachulient Ulan w, here the pet canle <br />from, how much was spent on it <br />1. Fee waived / -fee reduced adoptions can. be success-ft-d <br />C. Returns can be reduced if adopters have realistic. expectations <br />1. Pro v-ide full disclosure of an animal's health and behavior <br />2. Provide information/resources or what to expect and h(nv to deal width siuluations <br />3. Ask open questions to identify expectations <br />