Understanding Adult Learners
description
Transcript of Understanding Adult Learners
UNDERSTANDING ADULT UNDERSTANDING ADULT LEARNERS LEARNERS
Characteristics of Adult LearnerLearning StylesPerceptual ModalitiesCognitive Overload
1
2
PEDAGOGICAL PEDAGOGICAL VERSUS VERSUS
ANDRAGOGICAL ANDRAGOGICAL MODEL MODEL
PEDAGOGICAL MODEL OF LEARNING • The teacher is responsible for the learning process
( Learner role is passive)
• The teacher is the expert have the responsibility to impart his or her
knowledge to students.
• Pp are motivated to learn because “ they have to” in order to pass a
test…
• Learning is information oriented.
• Motivation to learn is largely external.
3
ANDRAGOGICAL MODEL OF LEARNING
• By Malcolm Knowles
4
Assumption One Self-directedness.
Assumption Two The role of experience.
Assumption Three Ready to learn when they perceive a need to know or do something.
Assumption Four Real-world applications.
Assumption Five Adults motivated to learn because of internal factors.
LEARNING STYLES
• Trainer need to take into consideration how is trainee learning style
as he or she begin to design or develop training program.
• Learning style : Refers to the way in which a learner approaches
and responds to a learning experience.
To be effective, trainers must design their programs to accommodate
style differences.
5
Feelers• Pp oriented, expressive
and focus on feelings andemotions.
• Enjoy affective learning and gravitate towards learning experiences that explore pp ‘s attitudes and emotions
6
LEARNING STYLES LEARNING STYLES
Thinkers • Rely on logic and
reason.• They will question
the rationale behind activities and will challenge statements that they perceive to be too general.
7
LEARNING STYLES LEARNING STYLES
ObserversLike to watch and listen, reserved , quite and take their time before before participating in class.
8
LEARNING STYLES LEARNING STYLES
LEARNING STYLES LEARNING STYLES Doers 1. Like to be actively involved in the
learning process.2. Take charge in group activities and
tend to dominate discussions. 3. Like opportunities to practice what
they learn.4. Interested to in knowing how they
are going to apply what they learn in the real
world.
9
Activity • A lecturer speaks at a rate of
_________words per minute; we can listen at a rate of __________per minutes.
• People retain ______percent of what they hear; _________percent of what they hear and see; and _____________percent of what they hear, see and do.
10
PERCEPTUAL MODALITIES The ways people take in & process
information
11
PERCEPTUAL MODALITIESPERCEPTUAL MODALITIES
12
Visual
Demonstrations
Print Kinesthetic
Aural
Tactile
Interactive
FACTORS THAT AFFECTS THE SPEED OF LEARNING
13
Factors
Emotional
Age
Intellectual & experiential
Sociological
Physical
Psychological
Environmental
COGNITIVE OVERLOAD• The challenge to the trainer is to present information in
such a way that the participants do not experience overload.
• Working memory has an estimated limited capacity of seven ‘chunks’ of pieces of information.
14
15
Participant do most of the work.
PREVENTING COGNITIVE OVERLOAD
WAYS PREVENTING COGNITIVE OVERLOAD
Minimize the use of lecture
Create chunks of content or information
Design easy –to-follow workbooks and other participant materials
Create job aids