Improving Adult Learning

Introduction Why? When? How? Where?

What’s today about? Providing the best atmosphere Developing the best planning Using the best techniques Because…

Providing the best atmosphere

Developing the best planning

Using the best techniques

Because…

It’s a matter of Honoring the Lord Respecting the client Being efficient with mission resources

Honoring the Lord

Respecting the client

Being efficient with mission resources

Effective Teachers are Flexible co-learners Catalysts Conduits Coaches

Flexible co-learners

Catalysts

Conduits

Coaches

Enlarging Our Perception of the Adult Learner ? ? ? ? ?

The adult learner often is Unsure of Learning Ability Which Affects the Expressed Desire to Learn

Unsure of Learning Ability

Which Affects the Expressed Desire to Learn

The adult learner needs relativity Relativity to already acquired knowledge Relativity to life issues at hand

Relativity to already acquired knowledge

Relativity to life issues at hand

The adult learner often has A Misperception of Need for Learning

A Misperception of Need for Learning

The adult learner has Individual Needs and Learning Styles

Individual Needs and Learning Styles

The adult learner is Often affected by social interaction

Often affected by social interaction

The adult learner usually is Easily distracted, undisciplined in mental exercise

Easily distracted, undisciplined in mental exercise

Adult learners are Usually not risk takers in educational opportunities

Usually not risk takers in educational opportunities

Summarizing … successful adult education should be Problem oriented Personalized Confirming personal responsibility

Problem oriented

Personalized

Confirming personal responsibility

Simple FAP approach Focused 1-2 main points per session

Focused

1-2 main points per session

Simple FAP approach Application Driven Knowledge plus a reason

Application Driven

Knowledge plus a reason

Simple FAP approach 3. Participation opportunities Involvement Discussion Brain Storming

3. Participation opportunities

Involvement Discussion Brain Storming

Role of preparation Planning the curriculum Planning the session Planning each learning experience

Planning the curriculum

Planning the session

Planning each learning experience

Planning the curriculum Simple, realistic, appropriate, achievable, applicable, conceptual and sequential Develop the basic concepts followed by objectives, followed by activities and completed with plan for evaluation. Distribute the plan to the participants at the beginning of the course

Simple, realistic, appropriate, achievable, applicable, conceptual and sequential

Develop the basic concepts followed by objectives, followed by activities and completed with plan for evaluation.

Distribute the plan to the participants at the beginning of the course

Planning the session

Planning each learning experience

12 Techniques to Enhance Retention Repetition Sequenced Context Construct Application Participation Social involvement Individualization Applicability Provision Affirmation Evaluation

Repetition

Sequenced

Context

Construct

Application

Participation

Social involvement

Individualization

Applicability

Provision

Affirmation

Evaluation