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adult teaching methods and Av techniques ch 1&2.ppt

The document distinguishes between education and learning, defining education as a formal process of imparting knowledge and learning as an ongoing informal process of adopting skills and values. It explores various learning theories including sensory stimulation, reinforcement, cognitive-gestalt, facilitation, and experiential learning, emphasizing the need for understanding adult learning principles and styles. Additionally, it outlines characteristics of adult learners and the importance of tailoring educational approaches to meet their unique needs.

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Difference b/n Education and learning Education 1. it is the process of imparting knowledge, values, skills and attitudes, which can be beneficial to an individual. 2. It is acquired by individuals. 3. It is something that one gets at some point in their life. 4. it is a formal process. 5. it is knowledge gained through teaching. 6. Education is something that an individual gets from an outside source. Learning 1. It is the process of adopting knowledge, values and skills. 2. it is the basic instinct possessed by all individuals. 3. it is an ongoing process. 4. it is an informal process, 5. it is knowledge gained through experience, and 6. learning is something that evolves in the inner self.
Theories of learning Objectives: • Consider a variety of theories of learning • Explain the importance of several theories in the process of making adults learn. • Identify principles of learning There are many different theories of how people learn. It is useful to consider their application to how adults learn.
1. Sensory Stimulation Theory  It asserts that effective learning occurs when the senses are stimulated (Laird, 1985).  Laird quotes research that found that  75 % of knowledge gained by adults is learned through seeing  13 % // // // // // // // // hearing.  12 % // // // // // // // // touch, smell and taste.  By stimulating the senses, especially the visual sense, learning can be enhanced.  However, this theory says that if multi-senses are stimulated, greater learning takes place.  Stimulation through the senses is achieved through a greater variety of colours, volume levels, strong statements, facts presented visually, use of a variety of techniques and media.
Lecture (5%) Reading (10%) Audiovisual (20%) Demonstration (30%) Discussion Group (50%) Practice By Doing (75%) Teach Others / Immediate Use of Learning (90%) Bethel, Maine: National Training Laboratories (1960s) Average Retention Rate after 24 hours
2. Reinforcement theory • This theory was developed by the behaviourist school of psychology, notably by B.F. Skinner earlier this century (Laird 1985, Burns 1995). • Skinner believed that behaviour is a function of its consequences. • The learner will repeat the desired behaviour if positive reinforcement (a pleasant consequence) follows the behaviour.
•Positive reinforcement, or 'rewards' can include verbal reinforcement such as • 'That's great' or • 'You're certainly on the right track' • Tangible rewards such as a certificate at the end of the course or promotion to a higher level in an organisation. •Punishment, on the other hand, weakens a behavior because a negative condition is introduced or experienced as a consequence of the behavior and teaches the individual not to repeat the behavior which was negatively reinforced.
3. Cognitive-Gestalt approaches •The emphasis here is on the importance of experience, meaning, problem-solving and the development of insights (Burns 1995, p.112). •Burns notes that this theory has developed the concept that individuals have different needs and concerns at different times, and that they have subjective interpretations in different contexts.
4. Facilitation theory (the humanist approach) Carl Rogers and others have developed the theory of facilitative learning. The basic premise of this theory is that learning will occur by the educator acting as a facilitator, that is • by establishing an atmosphere in which learners feel comfortable to consider new ideas and are not threatened by external factors (Laird 1985.)
Facilitative teachers are: •Less protective of learners constructs and beliefs than other teachers, •More able to listen to learners, especially to their feelings, •Inclined to pay as much attention to their relationship with learners as to the content of the course, •Apt to accept feedback, both positive and negative and to use it as constructive insight into themselves and their behavior.
Learners: • are encouraged to take responsibility for their own learning, • provide much of the input for the learning which occurs through their insights and experiences, • are encouraged to consider that the most valuable evaluation is self-evaluation and that learning needs to focus on factors that contribute to solving significant problems or achieving significant results.
5. Experiential learning theory • Experiential Learning theory emphasizes the role that true experiences play in the learning process. • It is this emphasis that distinguishes itself from other learning theories. • Simple definition of Experiential learning is learning by doing. • When defined in a broadest way: Experiential learning is "knowledge, skills, and/or abilities attained through observation, participation that provides meaning to learning by engaging the mind and/or body through activity, reflection, and application." (Craig 1997).
Adult Learning (Andragogy) •Malcolm Knowles might well be considered the founding father of adult learning. He contrasted the “concept of Andragogy with Pedagogy” •Andragogy, meaning “the art and science of helping adults learn” •Pedagogy, “the art and science of helping children learn” (Merriam & Caffarella, 1999, p. 272). •Knowles’ original studies and writings arose from the assumption that there are significant, identifiable differences between adult learners and learners under the age of eighteen. •Primarily, the differences, according to Knowles, relate to an adult learner - being more self-directing, having a repertoire of experience, and -being internally motivated to learn subject matter that can be applied immediatel.
Pedagogy vs. Andragogy PEDAGOGY • The art and science of teaching children ANDRAGOGY • The art and science of helping adults learn • Term introduced in 1968 by Knowles
Characteristics of Learners ADULT LEARNERS • Problem-centered • Results-oriented • Self-directed • Often skeptical about new information • Seek relevancy • Accepts responsibility for own learning YOUTH LEARNERS • Subject-oriented • Future-oriented • Often depend on adults for direction • More accepting • Often train for unclear future • Often dependent on others
He taught that adult learning was special in a number of ways. For example: 1. Adult learners bring a great deal of experience to the learning environment. ►Educators (facilitators) can use this as a resource. 2. Adults expect to have a high degree of influence on what they are to be educated for, and how they are to be educated. ► active participation of learners should be encouraged in designing and implementing educational programs. 3. Adult learners expect to have a high degree of influence on how learning will be evaluated. 4. Adults need to see applications for new learning. 5. Adults expect their responses to be acted upon when asked for feedback on the progress of the program.
6. By adulthood people are self-directing. •This is the concept that lies at the heart of andragogy • andragogy is therefore – student-centred, – experience based, – problem-oriented. Why consider learning theories? • Teaching and learning activities can be designed and implemented by taking into account the principles of learning. •Also, it is interesting to think about individual differences among learners and to work towards including activities that have variety and interest for all the learners in educational programs.
PRINCIPLES OF ADULT LEARNING Adults As Learners •Part of being an effective instructor involves understanding how adults learn best compared to children and teens, •Adults have special needs and requirements as learners. •Despite the apparent truth, adult learning is a relatively new area of study. •The field of adult learning was pioneered by Malcom Knowles. He identified the following characteristics of adult learners:
5. Evaluate own learning 4. Formulate own learning objectives 3. Diagnose own needs 2. Mutual planning of methods/ content 1. Establish an effective learning climate 7. Identify/devise strategies for using resources 6. Support in learning plans Adult Learning Theory (Knowles)
ANDRAGOGY IN ACTION: APPLYING MODERN PRINCIPLES OF ADULT LEARNING. 1. Establishing an effective learning climate – how do you this? Make it clear to your ss that you expect them to fulfill assigned responsibilities; you have high standards for their work. - Make Introductions to your staff; - making them feel comfortable; - giving them a space for their things; . - orientation to the department, store, etc. You expect them to be learners — they will often feel uncertain and sometimes make mistakes; learning involves taking risks 2. Involve learners in mutual planning of relevant methods and curricular content … setting goals collaboratively
3. Involve learners in diagnosing their own needs – this will help to trigger internal motivation. 4. Encourage learners to formulate their own learning objectives – this gives them more control of their learning. 5. Encourage learners to identify resources and devise strategies for using the resources to achieve their objectives. - Resources – library, Internet, textbooks, journals, article files, videos, books, case studies, other databases, patients 6. Support learners in carrying out their learning plans. Support learners – encourage, ask how they’re doing, offer suggestions (staff can be involved in the teaching too) --nurse, business manager, receptionist, colleague 7. Involve learners in evaluating their own learning – this can develop their skills of critical reflection. Ask them to self- assess. They will often identify their own weaknesses—just give them a chance.
Characteristics of adult learners:  1. Adults are autonomous and self-directed. They need to be free to direct themselves. Their teachers must actively involve adult participants in the learning process and serve as facilitators for them. - they must get participants' perspectives about what topics to cover and let them work on projects that reflect their interests. They should allow the participants to assume responsibility for presentations and group leadership. They have to be sure to act as facilitators: - guiding participants to their own knowledge rather than supplying them with facts. They must show participants how the class will help them reach their goals.
characteristics of adult learners- - - 2. Adults have accumulated a foundation of life experiences and knowledge that may include work-related activities, family responsibilities, and previous education. -They need to connect learning to this knowledge/ experience base. -To help them do so, they should draw out participants' experience and knowledge which is relevant to the topic. 3. Adults are goal-oriented. - Upon enrolling in a course, they usually know what goal they want to attain. - They, therefore, appreciate an educational program.
characteristics of adult learners- - - 4. Adults are relevance-oriented. They must see a reason for learning something. - Learning has to be applicable to their work or other responsibilities to be of value to them. - Therefore, instructors must identify objectives for adult participants before the course begins. -This need can be fulfilled by letting participants choose projects that reflect their own interests. 5. Adults are practical oriented, -focus on the aspects of a lesson i.e. most useful to them in their work. They may not be interested in knowledge for its own sake.
characteristics of adult learners- - - 6. Adults need to be shown respect. Instructors must acknowledge the wealth of experiences that adult participants bring to the classroom. These adults should be treated as equals in experience and knowledge and allowed to voice their opinions freely in class.
Chapter 2. LEARNING STYLES AND LEARNING CYCLE • Session objective • Define learning styles • Identify and explain the different learning styles • Define learning cycle • Explain the different stages of the learning cycle.
What are learning Styles? • Learning styles are simply different approaches or ways of learning. What are the types of learning styles? 1. Visual Learners 2. Auditory Learners 3. Kinesthetic Learners
1. Visual Learners: Learn through seeing... . • These learners need to see the teacher's body language and facial expression to fully understand the content of a lesson. • They tend to prefer sitting at the front of the classroom to avoid visual obstructions (e.g. people's heads). • They may think in pictures and learn best from visual displays including: – diagrams, illustrated text books, overhead transparencies, videos, flipcharts and hand-outs. • During a lecture or classroom discussion, visual learners often prefer to take detailed notes to absorb the information.
2. Auditory Learners: Learn through listening... • They learn best through – verbal lectures, discussions, talking things through and listening to what others have to say. • Auditory learners interpret the underlying meanings of speech through listening to tone of voice, pitch, speed etc. • Written information may have little meaning until it is heard. These learners often benefit from reading text aloud and using a tape recorder.
3. Tactile/Kinesthetic Learners: learn through moving, doing and touching Tactile/Kinesthetic persons learn best through - a hands-on approach, actively exploring the physical world around them. They may find it hard to sit still for long periods and may become distracted by their need for activity and exploration.
• Learning style emphasizes the fact that individuals perceive and process information in very different ways. • The learning styles theory implies that how much individuals learn has more to do with whether the educational experience is geared toward their particular style of learning than whether or not they are “smart.” • In fact, educators should not ask, “is this student smart?” but rather “How is this student smart?”
•When mismatches exist between learning styles of most students in a class and the teaching style of the professor, the students may become – Bored, – inattentive in class, – do poorly on tests, – get discouraged about the courses, the curriculum, and – in some cases change to other curricula or drop out of school. •To overcome these problems, professors should strive for a balance of instructional methods (as opposed to trying to teach each student exclusively according to his or her preferences.)
The Learning Cycle • The learning cycle is an established planning method in science education and consistent with contemporary theories about how individuals learn. • You can think of the learning cycle model as having five parts, though these parts are not discrete or linear.
Learning cycle
Engage • In this stage you should create interest and generate curiosity in the topic of study; • raise questions and elicit responses from students that will give you an idea of what they already know. • This is also a good opportunity for you to identify misconceptions in students' understanding. During this stage students should be asking questions (Why did this happen? How can I find out?)
Explore • During the Explore stage students should be given opportunities to work together without direct instruction from the teacher. • You should act as a facilitator by asking questions and observing. • This is the opportunity for students to - test predictions and hypotheses and/or form new ones, - try alternatives and discuss them with peers, - record observations and ideas and suspend judgment.
Explain •During this stage, you should encourage students to - explain concepts in their own words, -ask for evidence and clarification of their explanation, -listen critically to one another's explanation and those of the teacher. •At this stage you should provide definitions and explanations using students' previous experiences as a basis for this discussion.
Extend • During this stage students should - apply concepts and skills in new (but similar) situations and - use formal labels and definitions. • Remind students of alternative explanations and to consider existing data and evidence as they explore new situations.
Evaluate • Evaluation should take place throughout the learning experience. • You should observe - students' knowledge and/or skills, - application of new concepts and - a change in thinking. • Students should assess - their own learning. - Ask open-ended questions and look for answers that use observation, evidence, and previously accepted explanations. - Ask questions that would encourage future investigations.
adult teaching methods and Av techniques ch 1&2.ppt
adult teaching methods and Av techniques ch 1&2.ppt
adult teaching methods and Av techniques ch 1&2.ppt
adult teaching methods and Av techniques ch 1&2.ppt