Adult Learning Basics
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Adult Learning Basics was created to assist in training SME's to become familiar with how adults learn, and what they can do to improve their training skills.
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Adult Learning Basics
- 1. Basics of Adult Learning and Effective Communication 1
- 2. Objective: Describe the components of adult learning Basic adult learning principals Learning styles Engaging your audience Objective: Identify ways to reach your audience • Target audience demographics • Knowledge and literacy levels • Effective communication techniques 2
- 3. Identify the Adult learning Principals and Styles Tools to Teach Engage Participants Know your Audience Effective Communication 3
- 4. Andragogy: Process of helping adults learn Focused on the learner, not on the teacher 4
- 5. Adults learn differently from children Adults require different training approaches Effective instruction = understanding how adults learn best 5
- 6. Self-directed Have more life experiences and knowledge Need the material to be relevant Practical 6
- 7. Keep in mind: Learning is a continual process People learn at different speeds Remember to: Enhance the learning experience Decrease barriers that keep adults from learning 7
- 8. Principle: Adults bring a wealth of knowledge and experience which they want to share. Technique: Encourage participants to share their knowledge and experiences. Include activities that utilize their expertise. 8
- 9. Principle: Adults are decision makers and self – directed learners. Technique: Include problem solving activities. 9
- 10. Principle: Adults have different learning styles that must be respected. Technique: Provide multiple ways for participants to learn the material. 10
- 11. Principle: Adults want to participate rather than just listen to a lecture. Technique: Create a participatory learning environment with various types of activities. 11
- 12. Principle: Adults are motivated by information or tasks that are meaningful and applicable to their jobs. Technique: Relate the content and skills to the participants’ jobs. 12
- 13. Principle: Adults prefer training that focuses on reallife problems. Technique: Relate content to problems that participants encounter in their jobs. 13
- 14. Principle: Adults expect their time during the training to be used carefully. Technique: Follow a realistic time schedule. 14
- 15. Principle: Adults feel anxious when participating in a group that makes them look uninformed, either professionally or personally. Technique: Avoid criticism. Acknowledge all contributions by participants. 15
- 16. Principle: Adults learn best in a positive environment where they feel confident and respected. Technique: Create a positive environment by providing positive feedback and showing respect to all participants. 16
- 17. Principle: Adults come from different cultures, life styles, religious preferences, and backgrounds. Technique: Respect all differences and encourage participants to respect each other as well. 17
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- 23. 10% of what we see 30-40% of what we see & hear 90% of what we see, hear & DO! Everyone learns from all three styles, but one usually dominates Training should involve all 3 styles 23
- 24. Use a blend of training methods and materials to reach the greatest number of learners. Interactive Lectures Discussions Exercises Presentations Manuals / Handouts Videos 24
- 26. Create participatory learning situations Use a variety of presentation styles, media, exercises and activities to keep interest Change pace and / or activity every 30 minutes Change seating arrangements Use examples that participants can relate to their jobs 26
- 27. Encourage participants to contribute their experiences Use humor when appropriate Allow for differences of opinion Keep participants alert 27
- 28. Interactive Lectures Group Discussion Group exercise Role Play Quizzes Using Questions Energizers 28
- 29. Participants practice using new knowledge and skills in simulated exercise Exercises can be scripted or improvised Follow up discussion 29
- 30. Use quizzes to reinforce learning Help to keep participants involved, engaged and interested Add variety to presentation Can be a game or challenge 30
- 31. There are 3 types of questions: Close – ended Open – ended Probing 31
- 32. Generate short, finite answers (yes / no) Do not encourage discussion Limit what participant says Gain a final answer, conclusion or confirmation Examples: ◦ Is it X…? ◦ Have you ever…? 32
- 33. Generate descriptive answers Encourage discussion and participation Promote sharing of experiences and knowledge Examples: ◦ How can you…? ◦ What are some ways…? ◦ Why would you want to…? 33
- 34. A probing question is an open-ended followup question intended to elicit a thoughtful answer. Allows for a deeper dive into the subject. Examples: ◦ What did you mean by xxx? ◦ Why do you think this is the case? ◦ What would have to change in order for…? 34
- 35. Maintain a deliberate silence Repeat or rephrase the question Use body language / eye contact Encourage answers Give examples Answer the question yourself 35
- 36. Energizer: a short, fun activity that breaks up periods of concentrated learning ◦ Can be a physical activity ◦ May not be related to the training topic 36
- 37. Type of Energizer How it Engages Participant Physical Maintains energy and attention (especially after lunch) Team Building Builds rapport Educational Reinforce content and assess learning Mental Provides a problem to solve Fun Highlights special skill or talent 37
- 38. Consider: Avoid Energizers that: Cultural / Organizational context Cause embarrassment Participant backgrounds and expectations Provoke disagreement Training goals Disrupt flow of learning Time constraints Take too long Room layout / number of participants 38
- 39. Design training to meet participants needs Choose the right participants Omit content not relevant to the audience Define technical terms as needed 39
- 40. Experience Skills Job / Position Education Knowledge New responsibilities Training needs 40
- 41. What are their goals of attending? What are their learning styles? What tools do they need to succeed? 41
- 42. Use a “get-to-knowyou” exercise or ice breaker Use a pre-assessment form or quiz Ask participants to share their expectations of the course 42
- 44. Sets the tone of the presentation or training Shows enthusiasm Encourages participation Provides positive reinforcement Project your voice & vary your pitch Speak at the audience’s technical level Use a comfortable and friendly tone 44
- 45. Shows you are interested in the topic and the audience Find out: ◦ Are participants engaged? ◦ Is there understanding? 45
- 46. Use pauses to allow participants to ask questions and respond with comments Listen to what participants are saying / asking Always repeat questions from participants for all to hear and for clarity of the question Use silence to help manage the training 46
- 47. Facial expression should be warm, friendly and enthusiastic Use hands naturally while speaking ◦ Keep hands out of pockets Move around the room ◦ Provides variety ◦ Helps to ease anxiety 47
- 48. Basics of Adult Learning and Effective Communication 48