Train the TrainerTrain the Trainer

Adult Learning PrinciplesAdult Learning Principles

and Facilitationand Facilitation

Characteristics of Adult LearnersCharacteristics of Adult LearnersCharacteristics of Adult LearnersCharacteristics of Adult Learners

Self-directingSelf-directing Experience becomes Experience becomes

foundation and resource foundation and resource in learningin learning

Readiness to learn Readiness to learn oriented to oriented to developmental tasks of developmental tasks of social rolessocial roles

Need to see immediate Need to see immediate application of knowledgeapplication of knowledge

Internal motivatorsInternal motivators

Self-directingSelf-directing Experience becomes Experience becomes

foundation and resource foundation and resource in learningin learning

Readiness to learn Readiness to learn oriented to oriented to developmental tasks of developmental tasks of social rolessocial roles

Need to see immediate Need to see immediate application of knowledgeapplication of knowledge

Internal motivatorsInternal motivators

Assumptions about Adult LearnersAssumptions about Adult LearnersAssumptions about Adult LearnersAssumptions about Adult Learners

1.1. Adults need to know Adults need to know why, what, and how they why, what, and how they will learnwill learn

2.2. Adults need to learn Adults need to learn experientiallyexperientially

3.3. Adults approach learning Adults approach learning as problem-solving as problem-solving

4.4. Adults learn best when Adults learn best when the topic is of immediate the topic is of immediate value. value.

5.5. Adults view learning as Adults view learning as an active process in the an active process in the construction of meaning construction of meaning

1.1. Adults need to know Adults need to know why, what, and how they why, what, and how they will learnwill learn

2.2. Adults need to learn Adults need to learn experientiallyexperientially

3.3. Adults approach learning Adults approach learning as problem-solving as problem-solving

4.4. Adults learn best when Adults learn best when the topic is of immediate the topic is of immediate value. value.

5.5. Adults view learning as Adults view learning as an active process in the an active process in the construction of meaning construction of meaning

Laws of LearningLaws of LearningLaws of LearningLaws of Learning

DoingDoingEffectEffectExerciseExercisePrimacyPrimacy

DoingDoingEffectEffectExerciseExercisePrimacyPrimacy

How we Learn-Auditory, Visual, How we Learn-Auditory, Visual, KinestheticKinestheticHow we Learn-Auditory, Visual, How we Learn-Auditory, Visual, KinestheticKinesthetic

We learn: We Remember:

1% through taste 10% of what we read

1.5% through touch 20% of what we hear

3.5% through smell 30% of what we see

11% through hearing

50% of what we see and hear

83% through sight 80% of what we say

90% of what we say as we act

99 Principles of Adult Learning Principles of Adult Learning 99 Principles of Adult Learning Principles of Adult Learning

R Recency

A Appropriateness

M Motivation

P Primacy

2 2 – way communication

F Feedback

A Active Learning

M Multi-sense learning

E Exercise

Methods of Instruction Methods of Instruction Methods of Instruction Methods of Instruction

TellingTelling 70% recall 3 hrs70% recall 3 hrs 10% recall 3 days10% recall 3 days

ShowingShowing 72% recall 3 hrs72% recall 3 hrs 20% recall 3 days20% recall 3 days

Show & TellShow & Tell 85% recall 3 hrs85% recall 3 hrs 65% recall 3 days65% recall 3 days

TellingTelling 70% recall 3 hrs70% recall 3 hrs 10% recall 3 days10% recall 3 days

ShowingShowing 72% recall 3 hrs72% recall 3 hrs 20% recall 3 days20% recall 3 days

Show & TellShow & Tell 85% recall 3 hrs85% recall 3 hrs 65% recall 3 days65% recall 3 days

Adult LearnersAdult Learners Adult LearnersAdult Learners

are goal-oriented and are goal-oriented and opportunity drivenopportunity driven

Use their experience to Use their experience to help out their learninghelp out their learning

Learn best in informal,Learn best in informal, pleasant environmentspleasant environments

are goal-oriented and are goal-oriented and opportunity drivenopportunity driven

Use their experience to Use their experience to help out their learninghelp out their learning

Learn best in informal,Learn best in informal, pleasant environmentspleasant environments

Our Role as TrainersOur Role as TrainersOur Role as TrainersOur Role as Trainers

Expert Transmits information about a subject to an audience

Planner Designs or plans the learning experience or the learning environment

Expert Transmits information about a subject to an audience

Planner Designs or plans the learning experience or the learning environment

Our Role as TrainersOur Role as TrainersOur Role as TrainersOur Role as Trainers

Instructor Guides or directs the learning situation often telling the student what to do

Facilitator Responds to the student's needs and lends guidance and support

Instructor Guides or directs the learning situation often telling the student what to do

Facilitator Responds to the student's needs and lends guidance and support

Our Role as TrainersOur Role as TrainersOur Role as TrainersOur Role as Trainers

Resource Person Provides materials and information to the students

Model Role Models or influences behavior and values

Co-Learner Learns along side the student. Mutually plans the learning goals

Resource Person Provides materials and information to the students

Model Role Models or influences behavior and values

Co-Learner Learns along side the student. Mutually plans the learning goals

Effective FacilitationEffective FacilitationEffective FacilitationEffective Facilitation

Establish a comfortable Establish a comfortable learning environmentlearning environment

Develop and manage Develop and manage participationparticipation

Deliver a clear and concise Deliver a clear and concise messagemessage

Elicit feedbackElicit feedback

Establish a comfortable Establish a comfortable learning environmentlearning environment

Develop and manage Develop and manage participationparticipation

Deliver a clear and concise Deliver a clear and concise messagemessage

Elicit feedbackElicit feedback

Resources:Resources:Resources:Resources:Name of Web Page URL

Seven Characteristics of Highly Effective Adult Learning Programs

http://www.newhorizons.org/article_billington1.html

Teaching Adults: Is it Different? http://www.ericacve.org/docs/teac-adu.htm

The Skillful use of questions in teaching adults

http://www.joshhunt.com/question.html

Learning to Learn Site http://snow.utoronto.ca/Learn2/introll.html

Teaching Tips Index http://www.hcc.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/teachtip.htm

On line training manual http://www.queensu.ca/idc/trainers/index.html

Adult Learning Principles http://www.sfx.adl.catholic.edu.au/adult_learning_principles.htm

Using Adult Learning Principles in Adult Basic and Literacy Education

http://ericacve.org/docs/pab00008.htm

Adult Learning Online http://www.agt.net/public/tddewar/oned2.html

Resources: Evidence-BasedResources: Evidence-BasedResources: Evidence-BasedResources: Evidence-BasedName of Web Page URL

MedlinePlus Guide to Healthy Web Surfing

http://www.nlm.nih.gov/medlineplus/healthywebsurfing.html

Evidence-Based Education Guidelines

http://www.ons.org/nursingEd/documents/pdfs/guidelines.pdf

HealthLinks University of WashingtonSearching Cinahl: Nursing and Allied Health

http://healthlinks.washington.edu/howto/cinal

Welcome to Evidence-Based Practice: An Interprofessional Tutorial

http://www.biomed.lib.umn.edu/learn/ebp/

NGC-National Guideline Clearinghouse

http://www.guidelines.gov/

Let’s Practice!Let’s Practice!Let’s Practice!Let’s Practice!