adult learning and educational methodology

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Adult Learning and

Educational Methodology

Module 2 Slide 1

Module 2Adult Learning and Educational

Methodology

CAMPUS COMMUNITY

EMERGENCY RESPONSE TEAM

Train-the-Trainer


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Module 2 Slide 2

Overview

In order to present successful training programs,

particularly to diverse audiences with differenttraining needs, trainers need to be able to adapt

course material to accommodate various adult

learning styles.


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Module 2 Slide 3

Terminal Learning Objective:

Upon completion of this module,

participants will understand the keyprinciples and techniques for applyingAdult Learning Theory and EducationalMethodology to C-CERT training delivery.


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Enabling Objectives Using the Conditions of Learning and the

key principles of Adult Learning theory,

participants will:

Identify the key principles of Adult Learning

Theory.

Recognize Gagnes five categories of learning. Apply the principles of Adult Learning Theory in

the teach-backs required in Modules 6 and 7.


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Module 2 Slide 5

Individual Exercise

What is your learning style?

In Appendix A-3, using ConnersWhats Your Learning Style?

take five minutes to complete thequestionnaire.


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Module 2 Slide 6

Visual Learners Draw pictures in

margins.

Look at the graphics.

Read text that

explains the graphics.

Envision the topic orplay a movie in your

mind.


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Auditory Learners Listen to the words

you read.

Try to develop aninternal conversation

between you and the

text.

Dont be embarrassed

to read aloud, or talk

through the

information.


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Tactile/Kinesthetic Learners Use a pencil or

highlighter to mark

passages. Take notes,

transferring

information.

Doodle whatevercomes to your mind.

Feel the words and

ideas.


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Group Activity 1 Move to your learning style

group.

Create a list of activities and

techniques you could use inyour teaching to address this

style.

After 10 minutes, be prepared

to share your results. You will receive a compiled

list to be added to your Tool

Box.


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Module 2 Slide 10

Categories of Learning Gagnes theory stipulates

there are several different

types or levels oflearning; each requiringdifferent types ofinstruction. They include:

Verbal information

Intellectual skills Cognitive strategies

Motor skills

Attitudes


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Nine Conditions to Successful

Learning

Gaining attention

Informingparticipants of

objectives

Retrieval

Presenting new

material

Providing learning

guidance

Eliciting performance

Providing feedback

Assessing

performance

Retention andtransfer


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Cone of LearningLearners retain:

10% of what they read

20% of what they hear

30% of what they see

50% of what they see and

hear together

70% of what they say or

repeat

90% of what they say, while

doing what they are talking

about. (Hear, See, Say, Do,

Teach others)


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Module 2 Slide 13

Learning Retention

Hear it

See it Say it

Do it

Teach others


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Tips Related to Adult Learning Establish a climate conducive to learning.

Design training to be approximately 1/3

presentation and 2/3 application and feedback.


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Adult Learners Commit to learning when

the goals and objectives

are considered realisticand important.

Want to be the origin of

their own learning.

Need concreteexperiences to apply

learning in real work.

Need feedback.


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Key Principles of Adult Learning Learners need to

know:

Why, what, how? Self-concept of the

learner:

Self directed and

autonomous.

Prior experience of the

learner:

Resources, mental

models.


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Key Principles (cont.) Readiness to learn:

Life related,

developmental tasks. Orientation to

learning:

Problem centered,

contextual.

Motivation to learn:

Internal, personal

payoff, intrinsic value.


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Group Activity 2Working with your table group:

Identify some of the tips you might chooseto incorporate in your training.

Discuss the pros and cons of each

principle presented at your table. Select someone to present to the class at

least one principle discussed at your table.


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Considerations For Adult Learners

Small group activities

provide learners anopportunity to share,

reflect and generalize

their learning

experiences.


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Considerations for AdultLearners (cont.) Adult learners come

to learning with awide range of

previous:

Experiences

Knowledge

Self direction

Interests

Skills


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Preparing for Instruction

4-Step Method

Primary Steps:

Preparation

Presentation

ApplicationEvaluation


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Preparation - Instructor Know the topic and

your capabilities.

Determine the bestway to present the

information.

Demonstration,

Illustration, Lecture

Divide the lesson into

manageable parts.

Be on time.


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Preparation - Students Put the students at ease

Help them be part of the class

Explain unclear or complex information in detail

Motivate

Outline the Day


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Motivation Demonstrate enthusiasm

Require goodperformance

Promote achievementand success

Provide relevancy

Use positive

reinforcement Correct with sensitivity

and empathy

Encourage, Encourage,Encourage


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Preparing For Presentations Plan a 2:1 ratio of preparation to

presentation for new classes.

Research and plan presentations.

Rehearse presentations.

Dont confuse students by presenting toomany facts.

Check learning frequently.


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Application To develop student skills:

Ensure students have the opportunity toperform.

Check for understanding and skill application.

Give immediate feedback and evaluation.

Safety must be continuously stressed and

modeled by the instructor.


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Evaluation Takes place on two levels:

Informal

- Maintain eye contact with the students.- Ask brief questions to spot-check

learning.

Formal

- Use written assessments.

- Evaluate performance demonstrations.


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Module 2 Slide 28

Instructor Competencies A desire to teach

Mastery of teaching

technique Competence in the

subject

Ingenuity andcreativity

Ability to self evaluate


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Good Instructor Qualities Set the tone of the

class

Demonstrateprofessionalism

Create a learning

environment

Assess class timing

Avoid obstacles to

effective learning


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Mistakes An Instructor MustAvoid

Do not pretend to know all the answers.

Information must be based on fact.

Do not promise to find an answer then fail

to do so.

If there is no exact answer, inform thestudents.

Ad lt L i d


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Instructor Responsibilities There is no place in C-CERT for jokes,

comments or documents bearing on race,religion, gender, ethnicity or personalissues that would be of a hurtful nature toan individual.

These should never be tolerated in theclassroom by the instructor, or C-CERT,by a member.

Ad lt L i d


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Effective Trainer Behaviors Effective Trainers are:

Prepared

Energetic

Sensitive

A role model

Use humor Share leadership

Ad lt L i d


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Key Points For Adult Training

Must be relevant.

Should be of immediate use.

Most important resource in the training

is the student.

Must focus at all times on the learner.

Ad lt L i d


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Summary Focus on real world

problems.

Relate learning toparticipants goal.

Allow debate andchallenge of ideas.

Encourage participants tobe resources to you and

to each other.

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