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Module 2 Adult Learning and Educational Methodology

Module 2 Adult Learning and Educational Methodology. CAMPUS – COMMUNITY EMERGENCY RESPONSE TEAM Train-the-Trainer.

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Module 2 Adult Learning and Educational Methodology

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  1. Module 2Adult Learning and Educational Methodology CAMPUS – COMMUNITY EMERGENCY RESPONSE TEAM Train-the-Trainer

  2. In order to present successful training programs, particularly to diverse audiences with different training needs, trainers need to be able to adapt course material to accommodate various adult learning styles. Overview

  3. Terminal Learning Objective: Upon completion of this module, participants will understand the key principles and techniques for applying Adult Learning Theory and Educational Methodology to C-CERT training delivery.

  4. Enabling Objectives • Using the Conditions of Learning and the key principles of Adult Learning theory, participants will: • Identify the key principles of Adult Learning Theory. • Recognize Gagne’s five categories of learning. • Apply the principles of Adult Learning Theory in the teach-backs required in Modules 6 and 7.

  5. Individual Exercise • What is your learning style? In Appendix A-3, using Conner’s “What’s Your Learning Style?” take five minutes to complete the questionnaire.

  6. Visual Learners • Draw pictures in margins. • Look at the graphics. • Read text that explains the graphics. • Envision the topic or play a movie in your mind.

  7. Auditory Learners • Listen to the words you read. • Try to develop an internal conversation between you and the text. • Don’t be embarrassed to read aloud, or talk through the information.

  8. Tactile/Kinesthetic Learners • Use a pencil or highlighter to mark passages. • Take notes, transferring information. • Doodle whatever comes to your mind. • Feel the words and ideas.

  9. Group Activity 1 • Move to your learning style group. • Create a list of activities and techniques you could use in your teaching to address this style. • After 10 minutes, be prepared to share your results. • You will receive a compiled list to be added to your Tool Box.

  10. Categories of Learning • Gagne’s theory stipulates there are several different types or levels of learning; each requiring different types of instruction. They include: • Verbal information • Intellectual skills • Cognitive strategies • Motor skills • Attitudes

  11. Gaining attention Informing participants of objectives Retrieval Presenting new material Providing learning guidance Eliciting performance Providing feedback Assessing performance Retention and transfer Nine Conditions to Successful Learning

  12. Cone of Learning Learners retain: • 10% of what they read • 20% of what they hear • 30% of what they see • 50% of what they see and hear together • 70% of what they say or repeat • 90% of what they say, while doing what they are talking about. (Hear, See, Say, Do, Teach others)

  13. Learning Retention • Hear it • See it • Say it • Do it • Teach others

  14. Tips Related to Adult Learning • Establish a climate conducive to learning. • Design training to be approximately 1/3 presentation and 2/3 application and feedback.

  15. Adult Learners • Commit to learning when the goals and objectives are considered realistic and important. • Want to be the origin of their own learning. • Need concrete experiences to apply learning in real work. • Need feedback.

  16. Key Principles of Adult Learning • Learners need to know: • Why, what, how? • Self-concept of the learner: • Self directed and autonomous. • Prior experience of the learner: • Resources, mental models.

  17. Key Principles (cont.) • Readiness to learn: • Life related, developmental tasks. • Orientation to learning: • Problem centered, contextual. • Motivation to learn: • Internal, personal payoff, intrinsic value.

  18. Group Activity 2 Working with your table group: • Identify some of the tips you might choose to incorporate in your training. • Discuss the pros and cons of each principle presented at your table. • Select someone to present to the class at least one principle discussed at your table.

  19. Considerations For Adult Learners Small group activities provide learners an opportunity to share, reflect and generalize their learning experiences.

  20. Considerations for Adult Learners (cont.) • Adult learners come to learning with a wide range of previous: • Experiences • Knowledge • Self direction • Interests • Skills

  21. Preparing for Instruction4-Step Method Primary Steps: • Preparation • Presentation • Application • Evaluation

  22. Preparation - Instructor • Know the topic and your capabilities. • Determine the best way to present the information. • Demonstration, Illustration, Lecture • Divide the lesson into manageable parts. • Be on time.

  23. Preparation - Students • Put the students at ease • Help them be part of the class • Explain unclear or complex information in detail • Motivate • Outline the Day

  24. Motivation • Demonstrate enthusiasm • Require good performance • Promote achievement and success • Provide relevancy • Use positive reinforcement • Correct with sensitivity and empathy • Encourage, Encourage, Encourage

  25. Preparing For Presentations • Plan a 2:1 ratio of preparation to presentation for new classes. • Research and plan presentations. • Rehearse presentations. • Don’t confuse students by presenting too many facts. • Check learning frequently.

  26. Application • To develop student skills: • Ensure students have the opportunity to perform. • Check for understanding and skill application. • Give immediate feedback and evaluation. • Safety must be continuously stressed and modeled by the instructor.

  27. Evaluation • Takes place on two levels: • Informal - Maintain eye contact with the students. - Ask brief questions to “spot-check” learning. • Formal - Use written assessments. - Evaluate performance demonstrations.

  28. Instructor Competencies • A desire to teach • Mastery of teaching technique • Competence in the subject • Ingenuity and creativity • Ability to self evaluate

  29. Good Instructor Qualities • Set the “tone” of the class • Demonstrate professionalism • Create a learning environment • Assess class timing • Avoid obstacles to effective learning

  30. Mistakes An Instructor Must Avoid • Do not pretend to know all the answers. • Information must be based on fact. • Do not promise to find an answer then fail to do so. • If there is no exact answer, inform the students.

  31. Instructor Responsibilities • There is no place in C-CERT for jokes, comments or documents bearing on race, religion, gender, ethnicity or personal issues that would be of a hurtful nature to an individual. • These should never be tolerated in the classroom by the instructor, or C-CERT, by a member.

  32. Effective Trainer Behaviors • Effective Trainers are: • Prepared • Energetic • Sensitive • A role model • Use humor • Share leadership

  33. Key Points For Adult Training • Must be relevant. • Should be of immediate use. • Most important resource in the training is the student. • Must focus at all times on the learner.

  34. Summary • Focus on real world problems. • Relate learning to participants goal. • Allow debate and challenge of ideas. • Encourage participants to be resources to you and to each other.

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