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Adult Learning Theory and Principles.ppt

The document discusses adult learning theory and principles, emphasizing the differences between traditional didactic teaching methods and more collaborative, problem-based approaches favored by adults. Key principles include the internal motivation of adult learners, their relevant life experiences, and the need for respect in the learning process. It also outlines the importance of creating training that acknowledges learners' needs and encourages sharing and active participation.

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ADULT LEARNING THEORY AND PRINCIPLES 17 February, 2016
Adult Learning Theory and Principles  Adult Learning Theory  Part of being an effective educator involves understanding how adults learn best (Lieb,1991).  Andragogy (adult learning) is a theory that holds a set of assumptions about how adults learn.  Andragogy emphasizes the value of the process of learning. It uses approaches to learning that are problem-based and collaborative rather than didactic, and also emphasizes more equality between the teacher and learner.
Adult Learning Principles  Adults are internally motivated and self- directed  Adults bring life experiences and knowledge to learning experiences  Adults are goal oriented  Adults are relevancy oriented  Adults are practical  Adult learners like to be respected
Other Factors  Another aspect of adult learning is motivation. At least six factors serve as sources of motivation for adult learning:  Social relationships:  External expectations:  Social welfare:  Personal advancement:  Escape/Stimulation:  Cognitive interest:
Teacher S S S S THIS DIAGRAM SHOWS THE TRADITIONAL METHOD OF TEACHING The Didactic "Teacher  Student Method" Teacher Student  is very big and important  is small and unimportant  is full of knowledge  has little knowledge about the topic  ignores students’ experience  must keep quiet during lecture
TRADITIONAL METHOD OF TEACHING (CONTD.)  The didactic Teacher-Student Method is often not an effective training model for adults for two reasons.  It disregards a very important resource — the students' knowledge and experience.  Adults learn better and remember what they learned when they:  Hear information  See demonstrations and illustrations  Discuss information and ideas  Practice techniques
P P P P P P T Adult (Participatory) Training The Trainer The Participants  Is a facilitator  Are members of a communication network  Is a good communicator  Feel at ease  Works at the same level as the participants  Participate actively  Respects participants' ideas and experiences  Share experiences  Is supportive of the learning process  Ask questions, make mistakes, and take risks as part of the training process  Is an organizer of learning experiences  Use the trainer as a resource, guide and mentor
ADULT EDUCATION PRINCIPLES AND IMPLICATIONS FOR TRAINING Adult Education Principle  Adults learn best when they perceive learning as relevant to their needs.  Adults have unique learning styles. They learn in different ways, at different rates, and from different experiences. Implications for the training plan  Provide "real life" situations and emphasize the application of learning to real problems.  Identify learners' needs and what is important to them.  Use a variety of training techniques.  Establish an atmosphere of respect and understanding of differences.
ADULT EDUCATION PRINCIPLES AND IMPLICATIONS FOR TRAINING (CONTD.) Adult Education Principle  Participants bring relevant and important knowledge and experiences to the workshop. Implications for the training plan  Provide opportunities for sharing information.  Discuss and analyze participants' experiences.  Use participants as a resource and encourage them to participate and share their experiences.