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Adult Learning

Adult Learning

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Adult Learning

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  1. Adult Learning Brownfields Alexandria, VA 18 September 2013

  2. Overview • In order to present successful training programs trainers need the ability to adapt course material to reach diverse audiences. • This presentation introduces participants to learning styles and key points about adult training.

  3. Goal • Provide participants with information on adult learning and provide insights on the effective qualities and behaviors of good trainers.

  4. Terminal Learning Objective • Apply adult learning theory and practice into curriculum design and training delivery.

  5. Enabling Objectives • After discussion on learning styles and adult training, participants will be able to: • List the key points about adult training. • Describe some instructional techniques. • Write a good enabling objective for a training component.

  6. Why are you here? • What do you expect to get out of this? • What do you want to be able to do? • What do you want to know? • What do you want to learn?

  7. Trainers The ability to deliver effective training is often thought to be something an individual either does or does not posses. There are specific qualities and behaviors that differentiate effective trainers from ineffective ones. These qualities and behaviors can be learned.

  8. Categories of Learning • Five major categories of learning: • Verbal information • Intellectual skills • Cognitive strategies • Motor skills • Attitudes

  9. 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

  10. Key Elements of Adult Learning • Adults learn best by doing. • Participants should be engaged in learning and be self-directed. • Take advantage of participant’s experience and previous experiences.

  11. Key Elements of Adult Learning • Learning activities have more relevance if they relate directly to participant’s circumstances. • Take individual learning styles and demonstrate each new element of learning. • Use varying approaches and circumstances.

  12. Tips Related to Adult Learning • Establish a climate conducive to learning. • Design training to be approximately 35% presentation and 65% application and feedback.

  13. Tips Related to Adult Learning • Trainers need to be able to modify, adapt and adjust course material to meets the needs of a diverse audience. • Trainers need to be creative. • Instead of thinking outside the box… have no box.

  14. Trainer Creativity and Innovation • Fluency • Flexibility • Originality • Awareness • Drive

  15. Question: What comes next in the sequence?? Draw the next object on a piece of paper

  16. Question: What comes next in the sequence?? Draw the next object on a piece of paper

  17. How could you make this Roman numeral equation read correctly without moving a match?

  18. 12 11 1 10 2 9 3 8 4 7 5 6 A person dropped their watch. The face broke into 4 parts. The numbers of each part added up to 15. Draw a picture of how the watch face may have broken.

  19. 12 11 1 10 2 9 3 8 4 7 5 6

  20. How many squares are in this figure?

  21. 16 small squares 1 large square 1 2 3 4 6 7 8 5 9 10 11 12 13 14 15 16

  22. 16 + 1 = 17 The 4 quadrants 17 + 4 = 21

  23. 16 + 1 = 17 4 21 + 5 = 26 4 inset boxes of 4 squares + 1 center box of 4 squares.

  24. 16 + 1 = 17 4 5 4 inset boxes of 9 squares 26 + 4 = 30

  25. OUROPPORTUNITIESARENOWHERE

  26. Considerations for Adult Learners • Adult learners: • Commit to learning when the goals and objectives are considered realistic and important to them. • Want to be the origin of their own learning and will resist learning activities they believe are an attack on their competence. • Need direct, concrete experiences to apply the learning in real work. • Need to receive feedback on how they are doing and the results of their efforts.

  27. Considerations for Adult Learners • Participate in small group activities during learning to move them beyond understanding and provide an opportunity to share, reflect, and generalize their learning experiences by: • Application • Analysis • Synthesis • Evaluation

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

  29. Qualities of an Effective Trainer • ActiveListeningis the ability to hear not only what a person is stating, but also what his or her underlying feelings are about the subject.

  30. Qualities of an Effective Trainer • Peripheral visionis the ability to sense the group process and to make a fairly accurate assessment of what you imagine each group member is experiencing.

  31. Qualities of an Effective Trainer • Empathyis the quality of a good trainer that refers to the ability to put yourself in the other person’s shoes, to see the world as he or she sees it.

  32. Qualities of an Effective Trainer • Sense of timing is knowing when to intervene and when to remain silent.

  33. Qualities of an Effective Trainer • Clarityis an important characteristic of an effective trainer.

  34. Qualities of an Effective Trainer • Differentiationis the ability of the trainer to separate him/her self from the participants, so that the trainer is able to facilitate the group process.

  35. Qualities of an Effective Trainer • Sensitivity is the ability to reach each participant, to touch each member emotionally, intellectually, or physically.

  36. Qualities of an Effective Trainer • Self-disclosureis a willingness to share one’s feelings, thoughts, reactions, and appropriate personal information with participants in the training. • Flexibility is the willingness of the trainer to give up pre-conceptions.

  37. Learning Styles • Passive learners • Reading manuals and books. • Watching an audio-visual presentation. • Hearing a lecture. • Observing demonstrations.

  38. Learning Styles • Active learners • Participating in discussions. • Role-playing. • Performing an experiment. • Taking a field trip. • Hands-on learning. • Responding to a scenario. • Making a presentation.

  39. Learning Modalities • Visual learners • Auditory learners • Kinesthetic or manipulative learners

  40. Learning Styles • Trainers needs to be aware that differences in learning styles exist. • Trainers need to combine as many types of activities and media as possible in training delivery. • Learners need to have access to the way they learn best and also learn to adapt to other learning styles.

  41. Effective Trainer Behaviors Be Prepared Be Yourself Be Energetic Use Humor Be Direct Be Clear Be Sensitive Share Leadership Be A Role Model Be Positive

  42. Effective Trainer Behaviors • Be prepared • You need to know the subject matter you are instructing. • Take time to fully prepare yourself for the training.

  43. Effective Trainer Behaviors • Be yourself • No one can be you better than you. • Use language that is comfortable to you. • Be energetic • Vary the activities in order to maintain an energetic learning environment.

  44. Effective Trainer Behaviors • Use your sense of humor • Encourage humor whenever possible. • Humor provides both the trainer and participant with another way of viewing themselves that is meaningful, fun, and creative.

  45. Effective Trainer Behaviors • Be direct • The more honest and direct you are as a trainer the more you serve as a positive role-model for participants. • Be clear • Make sure what you say is easily grasped and understood. • Being sensitive to participants • Paying attention to people’s feelings and being responsive to their changing needs.

  46. Effective Trainer Behaviors • Share Leadership • Shared leadership producesgreaterinvolvement and investment from participants.

  47. Effective Trainer Behaviors • Be a role model • Behave in ways that are consistent with your value system and participants will probably behave in similar ways. • Be positive • It is essential that you believe in the participant’s unlimited potential to grow and change in a positive direction.

  48. Learning Styles • Trainers need to be aware that differences in learning styles exist. • Trainers need to combine as many types of activities and media as possible in training delivery. • Participants need to have access to the way they learn best and also learn to adapt to other learning styles.

  49. Keys to Accommodating Learning Styles • Strategies and media need to be selected to help the participant; not as a convenience to instructor. • Look for alternate strategies and media if one strategy or media is ineffective.