Adult Learning
Transcript of Adult Learning
Adult Learning
Three Types of Learning
Adult Learning
Several terms have been applied to learning types:
KSA (knowledge, skills, attitude) Multiple Intelligences Learning Domains (cognitive, affective,
psychomotor)
Adult Learning
We will focus our attention to the Cognitive (Knowledge) Domain
Give examples of questions to illustrate this domain using Goldilocks and the 3 Bears
Give some key words that describe the activities we ask of students in a learning environment
Adult Learning – Cognitive Domain
Adult Learning - Cognitive Domain
Knowledge or Remembering
– The recall of specific information
Who was Goldilocks? What did her mother tell
her not to do?
Define, describe, identify, label, match, name, select, recognizes
Adult Learning - Cognitive Domain
Comprehension or Understanding
– Understands the meaning of instructions and problems. Explains ideas or concepts.
This story is about ____? (topic)
Why didn’t her mother want her to go to the forest?
Convert, estimates, explains, gives examples, summarizes
Adult Learning - Cognitive Domain
Application or Applying
– Applies what was learned in the classroom into a situation in the workplace
How were the bears like real people?
Why did Goldilocks go into the little house?
Applies, changes, computes, modifies, operates, solves, uses
Adult Learning - Cognitive Domain
Analysis or Analyzing
– Separates material or concepts into component parts to explore understandings and relationships.
How did each bear react to what Goldilocks did?
How would you react?
Compares, identifies, selects, separates, differentiates, separates
Adult Learning - Cognitive Domain
Evaluation or Evaluating
– Make judgments about the value of something
Why were the bears angry with Goldilocks?
Why was Goldilocks happy to get home?
Compare, contrast, explains, interprets, justifies, summarizes
Adult Learning - Cognitive Domain
Synthesis or Creating
– Puts parts together to form a whole
Lists the events of the story in sequence.
Do bears act like humans?
Combines, compiles, explains, organizes, revises, writes
Adult Learning
Affective Learning Domain
This domain is characterized by the manner in which we deal with things emotionally such as feelings, values, appreciation, enthusiasms, motivations, and attitude
Categories are listed from the simplest to complex
Adult Learning – Affective Domain
Receiving
– Awareness, willingness to hear, selected attention
Listen to others with respect
Listen for and remember the name of newly introduced people
Asks, chooses, identifies, selects
Adult Learning - Affective Domain
Responding
– Active participation on the part of students; willingness to respond, motivation
Participates in class discussions
Questions in order to fully understand
Knows safety rules and follows them
Discusses, performs, practices, tells, writes
Adult Learning - Affective Domain
Valuing
– The worth or value a person attaches to a behavior; displayed in the students overt behavior and is often identifiable
Recognizes the need for balance between freedom and responsible behavior
Prioritizes time effectively
Organizes, modifies, compares, formulates
Adult Learning - Affective Domain
Characterization
– Has a value system that controls their behavior that is consistent, predictable
Shows self-reliance when working alone
Displays teamwork Commitment to ethical
practice
Acts, influences, listens. Modifies, performs, solves
Adult Learning
Psychomotor Learning Domain
This domain included physical movement, coordination and the use of the motor-skill areas. Development of these skills requires practice.
Measured in terms of speed, precision, procedures, or technique in execution
Adult Learning – Psychomotor Domain
Perception
– The ability to use sensory cues to guide motor activity.
Estimates where a ball will land after it is thrown and then moving to the correct location to catch the ball
Chooses, describes, detects, identifies, isolates
Adult Learning - Psychomotor Domain
Set (mindsets)
– Readiness to act and includes mental, physical, and emotional sets; will predetermine a person’s response to different situations
Knows and acts upon a sequence of steps in an installation process
Recognizes one’s abilities and limitations
Explains, moves, proceeds, reacts, states, shows
Adult Learning - Psychomotor Domain
Guided Response
– The early stages of learning a complex skill that includes imitation and trial and error.
Follows instructions to build something
Responds to hand signals while learning to operate a forklift
Copies, follows, reacts, responds, reproduces
Adult Learning - Psychomotor Domain
Mechanism
– The intermediate stage in learning a complex skills. Learned responses have become habitual and movements can be performed with some confidence and proficiency.
Drive a vehicle Using an extension
ladder Measures signal levels
Calibrates, fastens, fixes, manipulates, constructs, organizes
Adult Learning - Psychomotor Domain
Complex Overt Response
– The skillful performance of motor acts that involve complex movement patterns. Proficiency is indicated by a quick, accurate, and highly coordinated performance with minimum energy.
Maneuvers a van into a tight parking space
Operates a signal level meter quickly and accurately.
Quicker, better, more accurately (insert verb)
Adult Learning - Psychomotor Domain
Adaptation
– Well-developed skills can be modified to fit special requirements
Responds effectively to unexpected events
Adapts, alters, changes, rearranges, reorganizes, revises
Adult Learning - Psychomotor Domain
Origination
– Creates new movement patters to fit a particular situation or problem.
Creates a new method of installing
Creates a new method of troubleshooting
Arranges, builds, creates, designs, originates, constructs