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Adult Learning Styles

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Adult Learning Styles

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Adult Learning Styles

  1. 1. Theories of Adult Learning – An Overview John T. Beaver, MBA
  2. 2. What is unique about adult learners? <ul><li>Adults have: </li></ul><ul><li>More life experience to build on </li></ul><ul><li>Competing responsibilities </li></ul>
  3. 3. What is unique about adult learners? <ul><li>Adults generally are: </li></ul><ul><li>More resistant to new ideas </li></ul><ul><li>Autonomous </li></ul><ul><li>Self-directed </li></ul><ul><li>Goal oriented </li></ul><ul><li>Relevancy oriented </li></ul>
  4. 4. Theories Covered <ul><li>Transformational Learning </li></ul><ul><li>Accelerated Learning </li></ul><ul><li>4MAT </li></ul><ul><li>Self Directed Learning </li></ul>
  5. 5. Transformational Learning <ul><li>The intent of education for emancipatory action – or … perspective transformation …is the providing of the learner with: </li></ul><ul><li>an accurate in-depth understanding of his or her historical situation; </li></ul><ul><li>becoming critically aware of how and why the structure of psycho-cultural assumptions has come to constrain the way we see ourselves and our relationships, </li></ul><ul><li>reconstituting the structure to permit a more inclusive and discriminating integration of experience and acting upon these new understandings. </li></ul>
  6. 6. In English, Transformation Learning is <ul><li>Looking at what is, and how it came to be </li></ul><ul><li>Looking at internal assumptions </li></ul><ul><li>Examining new information </li></ul><ul><li>Intentionally attempting to create behavioral changes in the learner, based on new knowledge. </li></ul>
  7. 7. Goals of Transformational Learning <ul><li>Ideally, in transformative learning, learners are: </li></ul><ul><li>becoming more reflective and critical </li></ul><ul><li>being more open to the perspectives of others </li></ul><ul><li>being less defensive and more accepting of new ideas </li></ul>
  8. 8. Transformational Learning Process An appraisal of oneself or self-scrutiny An exploration of ways to either explain discrepancies or to live with them The development of alternative perspectives or new ways of thinking and acting Occurrence of a trigger event that prompts inner discomfort and perplexity The integration of new perspectives into one’s life
  9. 9. KEY for Transformational Learning The learner changes perspective and/or behavior as a result of the learning
  10. 10. Accelerated Learning <ul><li>Accelerated Learning recognizes that each of us has an individual preferred way of learning that suits us best. </li></ul><ul><li>When you learn the techniques that exactly match your personal learning style, you will be learning in the way that is most natural for you. </li></ul><ul><li>Because it is natural, it is easier; because it is easier, it is faster. </li></ul>
  11. 11. Accelerated Learning Assumptions <ul><li>Learning needs: </li></ul><ul><li>A positive learning environment </li></ul><ul><li>Total learner involvement </li></ul><ul><li>Collaboration among learners </li></ul><ul><li>Variety that appeals to all learning styles </li></ul><ul><li>Contextual learning </li></ul>
  12. 12. Accelerated Learning Principles <ul><li>Learning involves the whole mind and body </li></ul><ul><li>Leaning is creation, not consumption </li></ul><ul><li>Collaboration aids learning </li></ul><ul><li>Learning takes place on many levels simultaneously </li></ul><ul><li>Learning comes from doing the work itself (with feedback) </li></ul><ul><li>Positive emotions greatly improve learning </li></ul><ul><li>The image brain absorbs information instantly and automatically </li></ul>
  13. 13. Accelerated Learning Process <ul><li>M otivate the mind </li></ul><ul><li>A cquire information </li></ul><ul><li>S earch out meaning </li></ul><ul><li>T rigger the memory </li></ul><ul><li>E xhibit what is known </li></ul><ul><li>R eflect on what was learned </li></ul>
  14. 14. The SAVI Approach <ul><li>Involve the learner through: </li></ul><ul><li>S omatic (physical) learning </li></ul><ul><ul><ul><li>Involve the body </li></ul></ul></ul><ul><li>A uditory learning </li></ul><ul><ul><ul><li>Let them hear and talk about it </li></ul></ul></ul><ul><li>V isual Learning </li></ul><ul><ul><ul><li>Let them visualize and picture it </li></ul></ul></ul><ul><li>I ntellectual learning </li></ul><ul><ul><ul><li>Let them process it </li></ul></ul></ul>
  15. 15. KEY for Accelerated Learning The learner learns in the way he/she learns best
  16. 16. <ul><li>Learners receive information on a continuum </li></ul><ul><li>Direct Experience -- Abstract Concept </li></ul><ul><li>Learners process information on a continuum </li></ul><ul><li>Active Experimentation -- Reflective Observation </li></ul><ul><li>The point of intersection of the two identifies the learner’s favorite way to learn. </li></ul>4MAT System
  17. 18. 4MAT System <ul><li>Learners also favor one side of the brain over another. </li></ul><ul><li>Left Brain Right Brain </li></ul><ul><li>logical creative </li></ul><ul><li>verbal spatial </li></ul><ul><li>analytical intuitive </li></ul>
  18. 19. 4MAT System - DiSC D ominance - relating to control, power and assertiveness I nfluence - relating to social situations and communication S teadiness - relating to patience, persistence, and thoughtfulness C ompliance - relating to structure and organization
  19. 20. 4MAT System <ul><li>The combination of the perception, processing and brain dominance creates eight diverse learning styles. </li></ul><ul><li>The 4MAT System uses a cyclical approach to teach around the circle in a variety of methods to reach each learner’s strong area, and allow stretching by experiences in the weaker, non-dominant arenas. </li></ul>
  20. 21. KEY for 4MAT System Learning The learner changes perspective and/or behavior as a result of the learning
  21. 22. Experiential Learning <ul><li>Learning is facilitated when: </li></ul><ul><li>the student participates completely in the learning process and has control over its nature and direction, </li></ul><ul><li>it is primarily based upon direct confrontation with practical, social, personal or research problems </li></ul><ul><li>self-evaluation is the principal method of assessing progress or success. </li></ul>
  22. 23. Experiential Learning <ul><li>Teacher’s role </li></ul><ul><li>setting a positive climate for learning, </li></ul><ul><li>clarifying the purposes of the learner(s), </li></ul><ul><li>organizing and making available learning resources, </li></ul><ul><li>balancing intellectual and emotional components of learning, </li></ul><ul><li>sharing feelings and thoughts with learners but not dominating. </li></ul>
  23. 24. Experiential Learning Concrete Experience Observation and Reflection Testing in New Situations Forming Abstract Concepts
  24. 25. Experiential Learning Styles Concrete experience + active experimentation Accommodator Abstract conceptualization + reflective observation Assimilator Concrete experience + reflective observation Diverger Abstract conceptualization + active experimentation Converger Learning characteristic Learning style
  25. 26. KEY for Experiential Learning Learning is problem solving. It is most effective when it is initiated by the learner, and facilitated by the teacher

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