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