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I love this article; it has filalny given me an example of using Adult Education to teach History! Thanks so much for writing and sharing it. It is something I’ve been contemplating as I journey through the PhD process as that is my background versus the usual history/history or history/teacher. I absolutely agree that running a more student-focused class is more work for the teacher/TA but very rewarding for both. So long as students focus on the learning objectives I believe they can work their own interests and learning needs into any history class. In terms of working with learners who need to do’ something to learn, I’ve wondered about letting them create something. A presentation can be a do’ but for those more artistically inclined would allowing them to create something work? How to evaluate it becomes an issue I suppose, but I think presenting it before the class and / or a short reflection piece on how the creation relates to the learning objective and what the student learned from the experience would be sufficient.Another adult education tool’ I’d like to see tried in history (and other higher education arenas) is the learning contract. This is where the students use the learning objectives from the syllabus to tell the professor what they are going to do to master each objective. It’s a negotiated instrument; sometimes it is as simple as the usual: attending class, doing the reading, writing a paper, doing a presentation and other times one gets some unusual and creative ideas. The teacher okays or renegotiates their ideas and grading is based on successful completion of each objective. You’d be surprised at how many times the prof has to tell the student they don’t need to do so much when they get to choose their own learning! This may require a reduction in class-required reading or at least pushing the bulk of the class reading to the beginning and tapering it off at the end. The main point is to give the students an opportunity to contemplate their own learning: What do they want to learn about the topic? How do they want to learn about the topic? It makes the learning more meaningful and hopefully more memorable. It does put the teacher in a more vulnerable position because they may not be expert’ on what the student wants to do to fulfill that objective, but then we all get to enjoy that student’s learning. And, wouldn’t that be a confidence builder for a student to become the expert of that topic in that learning objective?!I would love to hear other ideas.