Adult Learning Theories & Teaching Strategies Rita A. Kenahan, RN, EdD

3 Objectives

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Overview

Results of Research

Learning Theories

Teaching Strategies

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Research Summary

Study 2014

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Research Summary

How do surgeons learn the role of instructor in MD&D? What motivates them to stay involved? What learning needs, if any, do they report? How did they fulfill these needs? How can industry support them?

Mixed methods research into teaching practices and learning needs of surgeons who teach their peers in medical device industry

Description

Research Questions

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Adult Learning

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Polling Question

Which learning theorist introduced the concept of scaffolding?

A) John Dewey

B) David Kolb

C) Lev Vygotsky

D) Malcolm Knowles

Who are adult learners?

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Adult Learning

All experience is about learning

John Dewey: 1938

...and why does this matter?

Who are adult learners?

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Adult Learning

Scaffolding Lev Vygotsky: 1962

...and why does this matter?

Who are adult learners?

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Adult Learning

Andragogy, study of adult learners

Malcolm Knowles: 1980

...and why does this matter?

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Adults

• involved in the planning and evaluation of their instruction

• experience (including mistakes) to provide the basis for the learning activities

• most interested in learning subjects that have immediate relevance and impact to their job or personal life

• adult learning is problem-centered rather than content-oriented (Kearsley, 2010)

Who are adult learners?

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Adult Learning

...and why does this matter?

Novice to Expert Continuum

Hubert and Stuart Dreyfus: 1980

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Polling Question

Which stage of the novice to expert continuum would learners no longer be aware of absolute rules but rather allow rules to guide, but not direct their actions?

A) Stage 2 – advanced beginner

B) Stage 3 – competence

C) Stage 4 – proficiency

D) Stage 5 - expert

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Novice: - Stage 1

• As a novice you learn facts and rules.

• The rules are learned as absolutes, never to be violated.

• Example, a beginning chess player learns the names of the pieces, how they are moved, and their value.

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The Advanced Beginner - Stage 2

• Experience becomes critical.

• As real situations are encountered, performance improves-mistakes help learning.

• You are able to put into practice the facts and rules.

• Technical procedures might vary from the text books.

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Competence - Stage 3

• Better appreciation of the complexity of a task.

• Recognize and select from a much larger set of cues.

• No longer aware of the absolute rules. “Rules of thumb” may guide, but not direct your actions.

• Experiment with new behaviors.

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Proficiency - Stage 4

• Calculation and rational analysis seem to disappear.

• Unconscious, fluid, and effortless performance begins to emerge.

• You learn to unconsciously “read” an evolving situation.

• Capable of performing in a wide variety of situations.

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Expert - Stage 5

• At this level optimal performance becomes second nature.

• You are not consciously aware of the details; rather you use a holistic perspective that gives deep understanding of the situation. Automaticity at play.

• You are guided by intuition.

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You are an expert clinician and you are promoted to Dept. Chair.

You may start at Novice as it relates to the Chair duties, but you may move more quickly up through Proficiency because of your knowledge and experience.

What do you think happens when you move to a different domain …

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An expert clinician now wants to become a lawyer?

What do you think happens if you move to a totally different domain?

Who are adult learners?

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Adult Learning

...and why does this matter?

Learning is the process whereby knowledge is created through the transformation of

experience

David Kolb: 1984

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Polling Question

Which step of Kolb’s Experiential Learning Model includes concluding / learning from the experience?

A) Concrete experience

B) Reflective observation

C) Abstract conceptualization

D) Active experimentation

Kolb’s Experiential Learning Model

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Facilitating Adult Learning

Abstract Conceptualization

Act

ive

Ex

per

imen

tatio

n

Reflective O

bserva

tion

Concrete Experience

(doing / having and experience)

(planning/ trying out what you

have learned)

(reviewing/ reflecting on the experience)

(concluding / learning from the experience)

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Engaging

Adult Learners

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9 Teaching Strategies

(Peno, 2013)

9 Effective Teaching Strategies

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Engaging Adult Learners

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Model correct skill

9 Effective Teaching Strategies

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Engaging Adult Learners

2 3 4 5 6 7 8 9 1

Provide feedback to learner as they try skill

9 Effective Teaching Strategies

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Engaging Adult Learners

2 3 4 5 6 7 8 9 1

Help learner reflect on their use of the skill

9 Effective Teaching Strategies

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Engaging Adult Learners

2 3 4 5 6 7 8 9 1

Draw on learners’ prior experiences

9 Effective Teaching Strategies

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Engaging Adult Learners

2 3 4 5 6 7 8 9 1

Ask open-ended questions

Can you describe how I did that?

What could happen if you miscounted your carbohydrates?

Explain to me how you take your medications.

9 Effective Teaching Strategies

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Engaging Adult Learners

2 3 4 5 6 7 8 9 1

Explain relevance – the “why” of a skill

9 Effective Teaching Strategies

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Engaging Adult Learners

2 3 4 5 6 7 8 9 1

Provide hands-on experiences and real-life examples

9 Effective Teaching Strategies

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Engaging Adult Learners

2 3 4 5 6 7 8 9 1

Show respect for learners in the teaching / learning setting

9 Effective Teaching Strategies

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Engaging Adult Learners

2 3 4 5 6 7 8 9 1

Encourage learners to “teach back” what you taught them

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Bringing It

All Together

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Khob Khun Ka!

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