Adult Learning: (बयस्क सिकाई) Principles and Practices

1. Adult Learning:(बयस्क सिकाई) Principles and Practices By Uttam Acharya 9841252849 NASC

2. Objectives • At the end of the session participants will be able to: • Explain adult learning principles • Describe learning styles • Apply adult learning principles in training

3. Preview • What is learning? • Concept of Learning • Experiential Learning • Motivation for learning • Barriers of Learning • Reinforcement • Retention • Transference • Tips of AL

4. Discussions • How we Learn ??? • What is Learning?

5. Learning • There are many different theories of how people learn. • How trainees learn and also how you teach in educational programs. • It is interesting to think about our own particular way of learning and to recognize that everyone does not learn the way we do.

6. Learning • Burns conceives of learning as a relatively permanent change in behavior with behavior including both • Observable activity and • Internal processes such as thinking, attitudes and emotions.'

7. Experiential learning Cycle: Kolbproposed a four-stage learning process:

8. Experiential Learning • Concrete experience(Learning, experience, personal involvement, more on feelings, open minded, self ability) • Reflective observation(Rely on patience, objectivity, own thought, giving opinions, meaning of things, careful judgment, Watching and listening ) • Abstract conceptualization(Logic and ideas rather than feeling, develop theories, intellectual understanding, systematic planning) • Active experimentation (Take practical approach, risk taking, through actions/doing, seeing result)

10. Characteristics of Adult • Discussion

11. Adult Learning • Adult learners bring a great deal of experience to the learning environment. Trainers can use this as a resource. • Adults expect to have a high degree of influence on what they are to be trained for, and how they are to be trained. • The activeparticipation of learners should be encouraged in designing and implementing training programs.

12. Adult learning • Adult learners expect to have a high degree of influence on how learning will be evaluated. • Adults expect their responses to be acted upon when asked for feedback on the progress of the program. • By adulthood people are self-directing. This is the concept that lies at the heart of andragogy.

13. An adult's emotional response can affect learning • Some adults can approach formal educational settings with anxiety and feelings of high or low self-efficacy. • for example: given two adults in a classroom where an exercise is about to begin, one individual may interpret the exercise in such a way that leads to a feeling of 'excitement', while the other person interprets the exercise in such a way that leads to the feeling of 'embarrassment'.

14. Adults have special needs • Compared to children and teens, adults have special needs and requirements as learners. • Adults are goal-oriented:this class will help them attain their goals • Adults are relevancy-oriented • Adults are practical orientedto be applicable to their work • Own theory • Seeking benefits • Feedback • Testing • Reinforce

15. Motivating factors(उत्प्रेरणा गर्ने तत्वहरु)to Learn

16. Motivation for adult learning: • Personal advancement(व्यक्तिगत उन्नति) • Social relationships(सामाजिक सम्बन्ध) • External expectations(बाह्य इच्छा) • Social welfare(सामाजिक कल्याण) • Cognitive interest/hobbies(बौद्धिक चाख/शोख) • Others ????

17. Barriers to Learn????(सिकाईका अवरोधहरु) • … • …..

18. Barriers of learning(सिकाईका अवरोधहरु)to adults • Responsibilities, • Lack of time, • Money, • Confidence, • Interest, • Lack of information • Opportunities to learn, • Scheduling, • Problems with child care and transportation. • Others

19. Critical Elements for Learning • Trainers must remember that learning occurs within each individual as a continual process throughout life. People learn at different speeds, so it is natural for them to be anxious or nervous when faced with a learning situation. Positive reinforcement(सकारात्मक सबलीकरण) by the instructor can enhance learning. • There are four critical elements of learning that must be addressed to ensure that participants learn. These elements are • motivation (उत्प्रेरणा) • reinforcement (सबलीक्रित) • retention (सुरक्षित राखिएको) • Transference(सार्न सकिने)

20. Motivation. • Set a feeling or tone for the lesson. • Trainers should try to establish a friendly, open atmosphere that shows the participants they will help them learn. • Set an appropriate level of concern. • Set an appropriate level of difficulty. • The degree of difficulty should be set high enough to challenge participants but not so high that they become frustrated by information overload..

21. Reinforcement. • Reinforcement is a very necessary part of the teaching/learning process; through it, trainers encourage correct modes of behavior and performance. • Positive reinforcement is normally used by trainers who are helping to learn participants new skills. As the name implies, positive reinforcement is "good" and reinforces"good" (or positive) behavior. • Negative reinforcement is normally used by trainers teaching a new skill or new information. It is useful in trying to change modes of behavior.

22. Retention. • After the trainees demonstrate correct (desired) performance, they should be urged to practice to maintain the desired performance.

23. Transference. • Positive transference, like positive reinforcement, occurs when the participants use the behavior learned in the course. • Negative transference, again like negative reinforcement, occurs when the participants do not do what they are told not to do. This results in a positive (desired) outcome.

24. Adult Learning Principles • Principle one: Build on local experience; use the knowledge within the group/individual. • Principle two: Make the learning environment comfortable and encouraging. • Principle three: Ensure that the learning activity meets the needs and relates to the problems of the client group. • Principle four: Involve the audience in planning their own learning experience.

25. Adult Learning Principles • Principle five: Activities need to actively involve people, be stimulating and participatory. • Principle six: Allow time for people to reflect on what they are learning, take difficult subjects slowly and always be open to questioning. • Principle seven: Build group and individual confidence by letting them know they are right, building a confidence that they are making progress towards their learning goals. • Principle eight: Learning must involve effective two-way communication

27. Queries • Thank you