Adult learning principles and facilitation
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Transcript of Adult learning principles and facilitation
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!