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6 Adult learning & teaching.pptx

Adult learners benefit most from education and training programs that are relevant, practical, and allow them to draw from their own life experiences. Effective programs incorporate various learning styles, keep learners engaged through discussion and activities, and provide feedback to promote a sense of success. Training should be delivered through a combination of formal and informal methods, including classroom instruction, online asynchronous learning, on-the-job experiences, and opportunities for self-directed exploration. The goal is to help adults develop new skills and knowledge that can be immediately applied.

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B. Education and Training as a Principle of Cooperatives ➢ Best practices (Federation, Union, Primaries) ➢ Adult Learning and Teaching Module 1. Perspective Setting
Education and Training Program – officers, employees, members (Calendar of activities, compliance with mandatory training for officers) 10 % CETF 50 % CETF 50 % CETF Officers Staff Members Secondary Tertiary Federation/Unions MC 2019-08
MC 2020-01 Amending Sec 13, Transitory Provisions of MC No 2019-08 entitled “ {Policy Guidelines Governing the ALLOCATION, Utilization and remittance of CETF of the Cooperative
Rule 7 of Revised IRR of RA 9520 and CDA MC 2015-09. MC 2017-01 | CAPABILITY BUILDING PROGRAM FOR MICRO COOPERATIVES MC 2015-09 | Revised Guidelines Implementing the New Training Requirements of Cooperative Officers Training for Officers
HRD Programs/Projects • Leadership Development Program (retreats, succession planning, leadership session) • Employee Support Program (Council, Insurance, Protection, Grievance Mechanism, Awards and Recognition, Scholarship, Seminar, Training, • Social, cultural, sports Programs/Projects • Team Building With KRAs
• Credit and Financial Services, Banking, Credit Surety Fund and Insurance; • Consumers, Marketing, Producers, and Logistics; • Human Services: Health, Housing, Workers, and Labor Service; • Education and Advocacy; • Agriculture, Agrarian, Aquaculture, Farmers, Dairy, and Fisher folk; and • Public Utilities: Electricity, Water, Communications, and Transport. Six Regional Clustered Organizations (RCOs) for every region, as follows
Policy • Policy on the utilization of the CETF and allocation for its members, officers and employees. In no case shall the allocation of the fund for officers and staff be higher than the members (MC 2019-08). • Policy requiring all officers to comply with the mandatory trainings requirements (MC 2012-07)
Formal learning combined with informal learning from practical experience remains essential in building successful co-operative businesses today.
• Malcolm Knowles developed the adult learning theory in 1968 and is based upon six key assumptions. • Adult learning theory is the concept of learning in adults and how it may differ from children learning patterns. • Adult learning theory is important to consider in our ever-changing society, especially with rapid new technological advancements.
Adult learning was pioneered by Malcolm Knowles, an American practitioner and theorists of adult education, who defines andragogy as “the art and science of helping adults learn (Zmeyov 1998, Fidishun, 2000). With six key points or assumptions. The assumptions are as follows • Readiness to Learn – Adults who are ready to learn are usually spurred by a specific reason, such as self-development and growth related to their work or career path. • Orientation of Learning – Adults are more prone to learning when it is applicable to everyday lives instead of general learning about certain subjects that are unrelated to our lives. In general, adults will want to learn practical skills that will make their lives and work more efficient. • Motivation to Learn – Adults require their own motivations and reasons to learn new things. As children, the reason for learning is simply because they are directed to learn; however, adults need to develop their own motivation. History of Adult Learning Theory
• Reason to Learn – Adults require a strong reason to learn, such as a problem that they need to solve and an immediate application of new knowledge. • Self–concept – Adults’ learning is much more self-directed and independent as they mature. It allows adults to decide when they want to learn, what they want to learn, and how they want to learn. Such an assumption shows that educators need to develop a plethora of choices for adult learners, allowing them to design their own learning environment. • Experience – Adult learning, in contrast to children, includes a significant amount of previous life experiences to rely upon to assist with new learning experiences. The previous experiences can bring a unique perspective that fosters discussions and are valuable learning resources. However, they may also result in some biases and misinformation Adult Learning Theory - Overview, History, How It Works (corporatefinanceinstitute.com)
Learning is relatively permanent change in behavior or thinking that occurs as a result of experience. The change maybe in knowledge, skills, attitudes and may lead to new perceptions, ways of thinking and action.
Learner Experience Performance The learner comes in contact with an experience and as a result of interaction, the learner’s behavior that he/she can carry out the act or solve problem. Learning is said to occur when the learner performs a task to prove it. Concept of Learning: The presence of experience, A change Behavior and the change of behavior must be relatively permanent
Knowles’ Five Assumptions About Adult Learners • Self-Concept: Adults thrive in independent learning and training scenarios. • Experience: Adults learn experientially, meaning they learn from first- hand observations and interactions. • Readiness to Learn: Adults are attracted to learning most when they know clear objectives. • Orientation to Learning: Adults learn best when the topic is of immediate value. • Motivation to Learn: Adults are motivated by internal factors rather than external pressures. 15 Top Strategies for Teaching Adult Learners [+ FAQs] – University of San Diego - Professional & Continuing Education
Educators are encouraged to be mindful that adult students may have different learning styles that connect to how they absorb and process information. • Visual learners “prefer to be shown a lesson through graphs, diagrams, and illustrations. They rely on what the instructor is doing and often sit in the front of the classroom to avoid visual obstructions. The best form of communication is providing worksheets, white boarding, and leveraging phrases such as, ‘Do you see how this works?’” • Auditory learners “listen carefully to all sounds associated with the lesson. ‘Tell me’ is their motto. They will pay close attention to the sound of your voice and all of its subtle messages, and actively participate in discussions. You can best communicate with them by speaking clearly, asking questions and using phrases like, ‘How does that sound to you?’” • Tactile learners, also called kinesthetic learners, “need to physically do something to understand it. Their motto is ‘Let me do it.’” They trust their feelings and emotions about what they’re learning and how you’re teaching it. Tactile learners are those students who will get up and assist instructors with role-playing in the classroom. Visual, Auditory, Read/Write, and Kinesthetic.
15 Strategies for Teaching Adult Learners 1) Keep your lessons relevant 2) Tell stories as you’re teaching 3) Break up the information to avoid cognitive overload 4) Get everyone involved 5) Keep them engaged 6) Focus on your learners’ life experience 7) Be mindful of different learning styles 8) Make your material visually stimulating 9) Let them explore on their own 10) Encourage questions and discussion 11) Provide feedback 12) Offer encouragement 13) Be flexible 14) Be passionate 15) Smile and have fun
• Knowledge – information, facts or figures • Comprehension – understanding or ability to change • Application – Solving problem • Analysis – Breaking down • Synthesis – building up • Evaluation – assess and pass judgment Levels of Learning The adage of learning • If I hear, I forget • If I see, I remember • If I do, I know • If I discover it, I use it.
• They are motivated , interested and want to learn • Information are given in logical order consisting of small units within a framework • They are respected as adults • They get the opportunity to practice what they are learning Adult learn best when: • They know how well they are doing and get a feeling of success • The topic under discussion is relevant to their daily lives • There is repetition and revision • Trainer recognizes that they have experience and make use of this experience in teaching
© 2005 Prentice Hall Inc. All rights reserved. 17–23 Training Methods Individual and Group Training Methods Formal Training Informal Training On-the-Job Training Off-the-Job Training E-training
© 2005 Prentice Hall Inc. All rights reserved. 17–24 Individualizing Formal Training to Fit the Employee’s Learning Style Participation and Experiential Exercises Readings Lectures Visual Aids Learning Styles
Synchronous learning vs. Asynchronous learning online channels without real-time interaction
1. Classroom Engagement 2. Dynamic learning 3. Instructional Depth
DPA MPA 209 MPA 207 MPA 208 ✔active discussion ✔ immediate feedback ✔ personal familiarity ✔ real-time interaction
Adults remember 20% of what they hear, 50% of what they hear, and see and 90% of what they do.
6 Adult learning & teaching.pptx