10/09/20151 adult learning david shackles. 10/09/20152
TRANSCRIPT
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Adult Learning
David Shackles
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Adults:
According to Knowles:• Like to direct themselves• Use their experiences as a source of
learning• Usually know what their learning
needs are• Like to apply their knowledge and
skills in their own setting
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So How do You Learn?
• Several models proposed:• Race, 1993
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1. Why did you learn it?.
2. How did you learn it?
3. How do you know you do it well?
w
Think about something you have learned
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Hooks Feathers and Thread !
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Fly Tying
1. Why did Miles learn this?2. How did he learn it?3. How does he know he can do it
well?
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Why do you do it?
• Motivated to do it• Enjoy doing it• Need to do it
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How Did You Learn it?
• By practice• By doing it• By trial and error• By getting it wrong and learning
from mistakes
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How do you know you do it well?
• Compliments• Reaction of others• Positive results or outcomes• All of these are forms of Feedback
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Doing
• Is a key activity in learning• Not many adults say they learned
by being taught.
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Feedback
• Positive feelings are a crucial step to learning
• Absence of positive feedback or receipt of negative feedback can inhibit successful learning
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So how do you learn?The critical stage is Digesting• A process of reflection on what has gone
on• Making sense of the learning experience• Extract the fundamental principles from
the background information • Getting things in perspective• Establish a sense of ownership of what has
been learned, making it part of you
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Wanting
Doing
Feedback
Digesting
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Kolbs Experiential Learning Cycle
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Brookfields Characteristics of Adult Learners
1. Not beginners but in a continuing process of growth
2. Bring with them a unique package of experiences and values
3. They come to education with intentions
4. They bring expectations about the learning process
5. They have competing interests (Life!)6. They already have their set patterns
of learning
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Adult education is therefore most productive when:• The learners are engaged with the
design of learning• The learners are encouraged to be self
directed• The educator functions as a facilitator
rather than didactic instructor• Learning needs and styles are taken
into account• A climate conductive to learning is
established• Past experiences are used in the
learning process• Learning activities seem relevant to
learners circumstances
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..that is what learning is. You suddenly understand something you’ve understood all your life, but in a new way.
Doris Lessing
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Ronald (R.D.) Laing
1927 - 1981
Knots
There is something I don't know that I am supposed to know. I don't know what it is I don't know, and yet am supposed to know, and I f eel I look stupid if I seem both not to know it and not know what it is I don't know. Therefore I pretend I know it.
This is nerve-racking since I don't know what I must pretend to know. Therefore I pretend to know everything.
I f eel you know what I am supposed to know but you can't tell me what it is because you don't know that I don't know what it is. You may know what I don't know, but not that I don't know it, and I can't tell you. So you will have to tell me everything.
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1Unconcious
Incompetence(We dont know we dont know)
4Unconcious Competence
(We can do, but dont necessarily
know how we do)
2Concious
Incompetence(We know what we dont know)
3Concious
Competence(Can do if know
how to)
Four Stages of Learning
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The Johari Window
Known to Self Unknown to Self
Known to Others Open Arena Blind Spots
Unknown to Others Facade Unknown(Hidden depths!)
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Perceived Needs are those in the two left boxes – Open Arena & Façade – although by definition the Façade is not shared with the Trainer. The façade is explored by disclosure from the Trainee
Open Arena- by
definition, doesn’t need
exploring
Blind Spots- explored by
feedback
Unperceived Needs are those in the two
right boxes. The Blind Spots box contains the area that the Trainer traditionally helps the
Trainee to see, by giving feedback. The Unknown
box, however, gets opened up by joint
exploration between Trainer and Learner.
Façade- explored by
disclosure
Unknown- revealed by
joint exploration
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When Things Go Wrong(The Learner is not Engaged ?)
Henry Reed 1914-86
Lessons of The War (To Alan Michell)
1. Naming of Parts