The document discusses the process of learning, stages of learning, and principles of adult learning. It outlines four stages of learning: unconscious incompetence, conscious incompetence, conscious competence, and unconscious competence. It also describes six key principles of adult learning: need to know, experience, self-concept, readiness, orientation, and motivation. The overall purpose is to better understand how adults learn compared to younger learners.

1. PROCESS OF
LEARNING & ADULT
LEARNING PRINCIPLES
Dr. Namrata Bavalekar
M.P.Th

2. Content
1. What is learning?
2. What are its stages?
3. Introduction to adult learning model.
4. What are the principles of adult learning?

3. Objectives
At the end of this short presentation , participants
shall:
• Know and understand process of learning.
• Better understanding of the principles of adult
learning.
• Become more effective teachers or facilitators.

4. Process Of Learning

5. What is learning?
• Definition: A change in behaviour as a result of
experience or practice.
• Most people believe it ends with a degree.
• But the learning process never ends. It’s a
constantly evolving process as we keep learning
new things as we go through our professional and
personal lives.

6. • Understanding the learning process involves an
in-depth look at the various stages of the learning
process.
• One of the most crucial elements of the learning
process is to ensure that learners remain engaged
and motivated.

7. Stages of learning
1. Unconscious Incompetence.
2. Conscious Incompetence.
3. Conscious Competence.
4. Unconscious Competence.

8. 1) Unconscious Incompetence
• The first stage of learning is Unconscious
Incompetence. This is the stage where the learner
has not learned anything yet. The students have
no knowledge or skill—and don’t even feel the
need to learn a new skill.

9. • Potential learners need to be made aware that
broadening their learning can add extra value to
their skill set. One must know how to create the
best learning system to meet the requirements of
learners in this stage.

10. 2) Conscious Incompetence
• The second stage of the learning process is
Conscious Incompetence. Here, the learners are
aware of the skill or knowledge they lack. They
are conscious of what they are missing.

11. • As a result, they develop a keenness to know
about new things as they are no longer happy to
miss out on something that could prove valuable.
• This is the stage where the target audience can be
most easily convinced to join a course.

12. 3) Conscious Competence
• The next phase of the learning process is
Conscious Competence. This is when the learner
becomes familiar with the subject or acquires a
skill, but is still not proficient enough to develop
it as an automatic reflex or habit. Look at it this
way—you have learned the theory; now you have
to go through practical exercises.

13. 4) Unconscious Competence
• The fourth and final stage of learning is known as
Unconscious Competence. It refers to attaining a
level of expertise where you become an absolute
master of the habit.

14. • Let’s say it is like typing on your computer. You
don’t even pay attention to each stroke—your
fingers simply glide over the keyboard to form
words that come to your mind.
• It is this fourth stage of learning that every learner
aspires to acquire.

15. Conclusion
• The learning process is essential to increase
knowledge. Be it your personal or professional life,
constant learning is important for everyone.
• Understanding the learning and its stages are crucial
for all of us. Whether you are just starting your career
or are an experienced professional with decades of
experience, the learning process should never stop.

16. Adult Learning
Principles

17. Introduction
• Malcolm Shepherd Knowles was an American
educator well known for the use of the term
Andragogy.
• According to him Andragogy is the art and
science of adult learning.

19. 1) Need to know
• To adults, it is need to know why it is necessary for
him to learn something. Be aware of the advantages
of learning, in fact, seems to be a highly motivating
factor, both when those reasons are related to an
improvement in the quality of life and when they lead
to better work performances.

20. 2) Experience
• Compared to younger learners, adults have more
experience in most cases, they gather their
own identity from this background.
• On one side that adults training can reach better
results if lies on previous knowledge and
competences, with programs customised in terms
of strategies and modalities.

21. • On the other hand, experience can lead to mental
rigidity: therefore, adapting programs to real
needs of learners becomes even more important.

22. 3) Self Concept
• Adults have a self concept of being responsible
for their own decisions for their own lives.
• Once they have arrived at that self concept they
develop a deep psychological need to be seen by
others and treated by others as being capable of
self direction.

23. 4) Readiness
• Adults become ready to learn those things they
need to now and be able to do in a order to cope
effectively with their real life situation.
• It is not necessarily to sit by passively and wait
for readiness to develop naturally, however we
can induce readiness by different techniques.

24. 5) Orientation
• Adults are motivated to learn something to the
extent they perceive that it will help them to
perform tasks or deal with problems.
• They learn new knowledge, understandings,
skills, values and attitudes most effectively in a
context of application in real life situations.

25. 6) Motivation
• Adults are responsive to some external motivators
but the most important motivators are internal
pressures.
• All normal adults are motivated to keep growing
and developing.

26. SUMMARY
• Process of learning.
• Stages of learning.
• Andragogy: A adult learning model.
• Principles of adult learning.

27. SOURCES
1. Harappa Educations.
2. A theory of adult learning: Andragogy.