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Adult learning
The document discusses adult learning, including defining adult learning, characteristics of adult learners, principles for teaching adults, differences between children and adults as learners, barriers to learning, and learning styles. Specifically, it defines adult learning as formal, non-formal, and informal learning activities undertaken by adults after initial education. It identifies characteristics such as adults needing to know why they are learning, learning through doing, and wanting to use life experiences. Principles for teaching adults include motivating learners, informing learners in their preferred style, monitoring learners, and engaging learners through experience.
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Adult learning
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- 2. Out lines: 1. Definitionof adult learning 2. Characteristics of Adult Learners 3. 4 Principles for Teaching Adults 4. Differences Between Children and Adults as Learners 5. 8 tips that improve your odds for success as a trainer… 6. ELEMENTS THAT INFLUENCE ADULT LEARNING 7. Why is adult learning important? 8. Barriers to Learning 9. Adult Learning Topics 10.Learning Styles? 11.Why it is important to select the appropriate learning styles?
- 3. General objectives: BY theend of this lecture ;the participant will gain the necessary concepts about Adult learning
- 4. Specific objectives: Atthe end of this lecture ; the student Will be able to: 1. Define the adult learning 2. identify Characteristics of Adult Learners 3. List Characteristics of Adult Learners 4. Differentiate Between Children and Adults as Learners 5. Identify 8 tips that improve your odds for success as a trainer 6. Explain elements that influence adult learning 7. Explain importance of adult learning 8. Identify barriers to adult learning 9. List adult learning topics 10. Enumerate learning styles 11. Describe Why it is important to select the appropriate learning styles?
- 5. Definition of AdultLearning Adult learning is defined as 'the entire range of formal, non-formal and informal learning, activities which are undertaken by adults after a break since leaving initial education and training, which results in the acquisition of new knowledge and skills'.
- 6. Characteristics of AdultLearners Because the adult learner is primarily in charge of his or her own learning, the teacher of adults has a different job from the one who teaches children. Since the 1970’s, adult learning theory has offered a framework for educators and trainers. Malcolm S. Knowles (1973), a pioneer in adult learning, based his work on the concept of “andragogy” (the art and science of how adults learn).
- 7. He noted thefollowing characteristics: Need to know why they are learning something Learn through doing Are problem solvers Learn best when the subject is of immediate use Prefer social interaction Want to use their life experiences in the classroom Want to integrate new ideas with existing knowledge
- 8. 4 Principles forTeaching Adults Motivate Inform Monitor Engage
- 9. Principal 1: MakeSure Your Adult Students Understand “Why” Motivate This principle is not only about having participants see the relevance of the training, but about why each thing you teach them is an important part of the learning. Adult learners are motivated to learn when they have a need to know.
- 10. Tell participants explicitlyhow the training and individual activities will be useful to them on the job. And early in the training, share the clearly defined goals, objectives and agenda for the training
- 11. They want toknow how the instruction will help them and often ask themselves the following questions: What’s in it for me? Why do I need this information? How will I benefit from it? How can I make use of it in a practical, real way on the job? How will it make me a better worker or professional?
- 12. Principle 2: AdultsNeed to Learn in Their Own Way (Inform) There are three general learning styles for providing information: visual, auditory, and kinaesthetic or tactile. 1)Visual learners rely on pictures. “Show me,” is their motto. You can best communicate with them by providing hand-outs, graphs, diagrams, illustrations, and writing on the white board.
- 13. 2)Auditory learners listencarefully. “Tell me,” is their motto. They will pay attention to the sound of your voice and actively participate in discussions.
- 14. You can bestcommunicate with them by using stories, examples, case studies, pneumonic devices to help them remember information, discussion and oral reports of working groups.
- 15. 3)Kinaesthetic or Tactilelearners 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. They prefer activities, role playing, simulation games, and allowing them to practice what they’re learning.
- 16. Principle 3: ParticipantsFeel Respected and Encouraged Trainer can help foster a comfortable, productive learning climate through the attitude he or she projects: Show respect for the learner’s individuality and experience Be sensitive to the language you use so that learners are not inadvertently offended Be open to different perspectives Adopt a caring attitude and show it
- 17. Ingrid Bens(2012) shares a framework of six types of questions to get people thinking about issues from a different perspective: fact- finding, feeling-finding, telling more, best/least, third party, and brainstorming ideas.
- 18. Principle 4: UseExperiential Learning The word “experiential” holds two meanings for the teacher of adult learners: 1) honouring the life experiences and knowledge an individual brings, 2) active participation in activities during the session. - The first aspect of this principle is to tap into the wealth of wisdom and experience of the participants whenever it’s appropriate. This is done with asking participants to share stories, using case studies and problem solving
- 19. - The secondaspect can take many forms. Any activity that gets your students involved makes the learning experiential. This includes small group discussions, experiments, role playing, skits, building something at their table or desk, writing or drawing something specific – activity of any kind.
- 20. Differences Between Childrenand Adults as Learners
- 21. ADULTSCHILDREN Decide for themselveswhat is important to be learned. Rely on others to decide what is important to be learned. Need to validate the information based on their beliefs. Accept the information being presented at face value. Expect what they are learning to be immediately useful. Expect what they are learning to be useful in their long-term future.
- 22. Children and Adults Havemuch experience upon which to draw – may have fixed view-points. Have little or no experience upon which to draw– are relatively “clean slates.” Significant ability to serve as a knowledgeable resource to trainer and fellow learners. Little ability to serve as a knowledgeable resource to teacher or fellow classmates.
- 23. 8 tips thatimprove your odds for success as a trainer… 1. Credibility 2. Accurate 3. Relevant 4. Current 5. Practical 6. Usefulness 7. Involve 8. Affirmation
- 24. ELEMENTS THAT INFLUENCEADULT LEARNING Preparing the learners Climate setting Mutual planning Identification of learning needs Formulation of learning objectives Learning plan execution Evaluation
- 25. Why is adultlearning important? Make our economy grow & develop Ensure that their children develop a love of learning take full advantage of education. Actively participate in their own communities & civil society
- 26. Barriers to Learning Adultlearners may feel they lack The time to devote to learning The money for training The ability to use what they learn
- 27. These are thesome of the barriers that prevent adults from either participating in or gaining from training: We are busy and don’t feel we have the time to do We are told there is no budget and can’t purchase training or pay for travel
- 28. Often relevancymust be demonstrated before Learning can begin. A lot of adult skills are information literacy skills, they do not have to know every bit of information but they need to know how to find what they need and use it to get the desired results.
- 29. We think whatwe have been shown is not useful We RECEIVE the training, but do not actually LEARN because we don’t think it is relevant
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- 31. These arethe two most important things that adult learners need to know in order to develop buy-in for training. What are some of the reasons you have received training in the past? Some examples could be:
- 32. Adults wantto know how they will benefit by giving their time and attention to a training. For example, knowing the changes to the software program will help you complete your work more quickly might make it worthwhile to you.
- 33. What areyour personal motivations for training? Is it to not get hassled by your boss for not having done it? To use it as a resume booster? These may seem silly but if it motivates you, it is valid! When it comes to adults, additional often training offers: Career upward mobility, in both position and pay Respect from peers Ability to handle issues in new and innovative ways A sense of personal accomplishment - everyone feels better when they learn a new skill.
- 34. What doyou expect from training? In a perfect world, what would you get out of it and how would it be organized and conducted? Adults typically expect to learn something that they can use. If it something they can use, often they will be greatly motivated to receive even more training. Adults expect the instructor to be prepared, to tell them what they are about to cover, and how it relates to their work. Adults expect to be treated with respect and to waste as little time as possible. “Productive” is the expected goal!
- 35. How do youprefer to receive training? Face-to- face? Using video conferencing equipment? Online? By participating in group activities? There are as many answers as people to give them. Although everyone has their own preferences, with adults it often comes down to convenience. If the training really needs to be done face-to-face, that is what they expect. Adults may not want to travel for a week to take a class that is the equivalent to a 30 min course online, because they may feel the benefit does not outweigh the cost (this includes financially, as well as indirect costs and inconveniences like arranging for child care).
- 36. What Are LearningStyles? Auditory Visual Read/Write Hands-On
- 37. Auditory Learning Auditory learnerswant to hear it. They retain more information when it is presented to them through sound. These learners benefit from books on tape, reading aloud, group discussions, etc. Practical Application: Asking learners in a course on car maintenance to identify this sound (click the icon below to listen)
- 38. Visual Learning Visual learnerswant to see it. They retain more information when it is expressed to them through images. These learners benefit from photographs and illustrations, charts, watching videos, etc. Practical Application: Viewing photos of equipment utilizing cameras on MSHA’s Accident Prevention Program site
- 39. Read/Write Learning Read/Write learnerswant it on paper. They retain more information when it is presented to them in writing. These learners benefit from lists, handouts, taking notes, etc. Practical Application: Writing notes in the margin of your copy of the 30 CFR during a lecture
- 40. Hands-On Learning Hands-On learnerswant to do it. They retain more information when it is provided in a tactile manner. These learners benefit from simulations, role playing, field trips, etc. Practical Application: Inspecting a piece of equipment in a training lab
- 41. Why is ThisImportant to You? Remember the benefits? Eliminate wasted effort Increase retention Generate more interest Faster results Understanding learning styles will help you develop training that reaches your entire audience.
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