adult learning theories & teaching strategies · the basis for the learning activities • most...
TRANSCRIPT
Adult Learning Theories & Teaching Strategies Rita A. Kenahan, RN, EdD
3 Objectives
3
Overview
Results of Research
Learning Theories
Teaching Strategies
1 3 2
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Research Summary
Study 2014
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Research Summary
How do surgeons learn the role of instructor in MD&D? What motivates them to stay involved? What learning needs, if any, do they report? How did they fulfill these needs? How can industry support them?
Mixed methods research into teaching practices and learning needs of surgeons who teach their peers in medical device industry
Description
Research Questions
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Adult Learning
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Polling Question
Which learning theorist introduced the concept of scaffolding?
A) John Dewey
B) David Kolb
C) Lev Vygotsky
D) Malcolm Knowles
Who are adult learners?
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Adult Learning
All experience is about learning
John Dewey: 1938
...and why does this matter?
Who are adult learners?
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Adult Learning
Scaffolding Lev Vygotsky: 1962
...and why does this matter?
Who are adult learners?
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Adult Learning
Andragogy, study of adult learners
Malcolm Knowles: 1980
...and why does this matter?
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Adults
• involved in the planning and evaluation of their instruction
• experience (including mistakes) to provide the basis for the learning activities
• most interested in learning subjects that have immediate relevance and impact to their job or personal life
• adult learning is problem-centered rather than content-oriented (Kearsley, 2010)
Who are adult learners?
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Adult Learning
...and why does this matter?
Novice to Expert Continuum
Hubert and Stuart Dreyfus: 1980
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Polling Question
Which stage of the novice to expert continuum would learners no longer be aware of absolute rules but rather allow rules to guide, but not direct their actions?
A) Stage 2 – advanced beginner
B) Stage 3 – competence
C) Stage 4 – proficiency
D) Stage 5 - expert
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Novice: - Stage 1
• As a novice you learn facts and rules.
• The rules are learned as absolutes, never to be violated.
• Example, a beginning chess player learns the names of the pieces, how they are moved, and their value.
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The Advanced Beginner - Stage 2
• Experience becomes critical.
• As real situations are encountered, performance improves-mistakes help learning.
• You are able to put into practice the facts and rules.
• Technical procedures might vary from the text books.
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Competence - Stage 3
• Better appreciation of the complexity of a task.
• Recognize and select from a much larger set of cues.
• No longer aware of the absolute rules. “Rules of thumb” may guide, but not direct your actions.
• Experiment with new behaviors.
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Proficiency - Stage 4
• Calculation and rational analysis seem to disappear.
• Unconscious, fluid, and effortless performance begins to emerge.
• You learn to unconsciously “read” an evolving situation.
• Capable of performing in a wide variety of situations.
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Expert - Stage 5
• At this level optimal performance becomes second nature.
• You are not consciously aware of the details; rather you use a holistic perspective that gives deep understanding of the situation. Automaticity at play.
• You are guided by intuition.
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You are an expert clinician and you are promoted to Dept. Chair.
You may start at Novice as it relates to the Chair duties, but you may move more quickly up through Proficiency because of your knowledge and experience.
What do you think happens when you move to a different domain …
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An expert clinician now wants to become a lawyer?
What do you think happens if you move to a totally different domain?
Who are adult learners?
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Adult Learning
...and why does this matter?
Learning is the process whereby knowledge is created through the transformation of
experience
David Kolb: 1984
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Polling Question
Which step of Kolb’s Experiential Learning Model includes concluding / learning from the experience?
A) Concrete experience
B) Reflective observation
C) Abstract conceptualization
D) Active experimentation
Kolb’s Experiential Learning Model
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Facilitating Adult Learning
Abstract Conceptualization
Act
ive
Ex
per
imen
tatio
n
Reflective O
bserva
tion
Concrete Experience
(doing / having and experience)
(planning/ trying out what you
have learned)
(reviewing/ reflecting on the experience)
(concluding / learning from the experience)
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Engaging
Adult Learners
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9 Teaching Strategies
(Peno, 2013)
9 Effective Teaching Strategies
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Engaging Adult Learners
2 3 4 5 6 7 8 9 1
Model correct skill
9 Effective Teaching Strategies
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Engaging Adult Learners
2 3 4 5 6 7 8 9 1
Provide feedback to learner as they try skill
9 Effective Teaching Strategies
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Engaging Adult Learners
2 3 4 5 6 7 8 9 1
Help learner reflect on their use of the skill
9 Effective Teaching Strategies
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Engaging Adult Learners
2 3 4 5 6 7 8 9 1
Draw on learners’ prior experiences
9 Effective Teaching Strategies
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Engaging Adult Learners
2 3 4 5 6 7 8 9 1
Ask open-ended questions
Can you describe how I did that?
What could happen if you miscounted your carbohydrates?
Explain to me how you take your medications.
9 Effective Teaching Strategies
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Engaging Adult Learners
2 3 4 5 6 7 8 9 1
Explain relevance – the “why” of a skill
9 Effective Teaching Strategies
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Engaging Adult Learners
2 3 4 5 6 7 8 9 1
Provide hands-on experiences and real-life examples
9 Effective Teaching Strategies
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Engaging Adult Learners
2 3 4 5 6 7 8 9 1
Show respect for learners in the teaching / learning setting
9 Effective Teaching Strategies
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Engaging Adult Learners
2 3 4 5 6 7 8 9 1
Encourage learners to “teach back” what you taught them
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Bringing It
All Together
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Khob Khun Ka!
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