Examples of behaviorists
Skinner, Pavlov, Watson & Gagne
Behaviorists
Impacted adult education through instructional research
Examples of humanists
Rogers, Knowles, Maslow & Kolb
Humanists
Focused on emphasizing the person as a human being
Developmental Psychologists
Provided content concerning relationships between how people develop and learn
Critical Theorists
Concerned with social change and how important the concept of reflection is in learning
Pedagogy
The art and science or profession of teaching
Andragogy
the art and science of teaching adults
Self-direction
A person's need to be viewed by others that they have the ability to make decisions on their own
Adult Learning Theory
A theory concerning the adult learning process, which advocates an experience-based, problem-centered, participative and collaborative training method. Also called andragogy. Adults have a reason to learn something new.
Adult learners
Are usually motivated internally and enter into the learning environment with life experience
Adult learners need connections between
The material and their experience and knowledge
Malcolm Knowles
father of adult education
Participative activities
Self-directed learning, experiential learning & reflective learning
Self-directed learning
a style of learning in which the student takes the responsibility or initiative for his or her learning
Motivation
The key to success with self-directed learning
Motivators for adult learning
Improve performance by gaining new skills and knowledge; improve their life by increasing intellect; engage in experiences that trigger motivation; engage in experiences that are integrated with daily life; set goals and plan for the process
Experiential Learning
learning that takes place when students actually experience and then reflect on their learning
David Kolb
Experimental learning styles theorist
Kolb's four steps of experiential learning
Concrete Experience CE (feeling)
Reflective Observation RO (watching)
Abstract Generalization AG (thinking)
Active Experimentation AE (doing)
Concrete Experience (CE)
Feeling. Learners actually DO something such as a case study or role playing.
Reflective Observation (RO)
Watching. Learners reflect on their experience
Abstract Generalization (AG)
Thinking. Learners receive information from their instructor that explains their experience. For example, a lecture or assigned reading
Active Experimentation (AE)
Doing. Learners apply what they have learned through an activity such as a problem-solving exercise
Perception
Occurs through concrete experience and abstract conceptualization
Processing
Occurs through reflective practice and active participation
Reflective learning
Allows for critical thinking. It is important because it involves consideration before a decision is made.
Active learning
Can take place in both formal & informal situations
Transformative learning
Involves a process of critical reflection, which questions values and assumptions that frame how the world is seen. Occurs sometimes in a crisis, such as job changes, death of someone close or other life adjustment
Carl Jung believed these were the functions humans use in their lives
Sensation, thought, emotion & intuition
Sensation
The perception of facts
Thought
Analytical
Intuition
The unseen
All-inclusive cognition
Deductive cognition & feeling
Introverts
Prefer their own internal thoughts and feelings
Extroverts
Prefer the eternal world of things & people
Adult learning styles
Visual, auditory, kinesthetic/tactile
Visual learners prefer
Visual aids, handouts and face-to-face instruction
Auditory learners prefer
Verbal instructions similar to lectures
Kinesthetic/tactile learners prefer
Hands-on activities
Kolb's learning styles
Accommodator, diverger, converger, assimilator
Accommodator
Prefers to feel & process info by doing. This person favors the concrete experience and active experimentation aspect. Learn from hands-on experiences and carry out the plans.
Diverger
Prefers to feel & Learn about info by watching & listening. Favors concrete experience and reflective observation. Tend to be creative, have broad cultural interests and like to brainstorm.
Converger
Prefers to perceive info by thinking & doing. Favors abstract conceptualization and reflective observation. They find practical use for ideas and theories. They tend to be problem solvers and focus on technical tasks.
Assimilator
Prefers to learn by thinking & watching/listening. Favors abstract conceptualization and reflective observation. They are logical, concise and their focus is on abstract ideas and concepts
Adults are more _________ motivated
Internally
Adults are ready to ________ and need to use it in their ________
Learn, everyday lives
Adults are ________ and want to apply what they learn __________
Practical, immediately
Adults learn best when they perceive ________________ as they are __________
Practical outcomes, goal oriented
Adults need to be treated __________ and allowed to voice their __________
Equally, opinions
Adults are __________________ and need to know what _______________ they will _____________
Goal oriented, knowledge, obtain
_____________ used for the purpose of learning should be focused on learner __________
Materials, needs
Learning makes more sense to adults when the ____________ fits the ___________
Curriculum, context
Major types of learning
Cognitive, affective, psychomotor
Cognitive (thinking) learning
Deals with WHAT info will be learned
Affective (feeling) learning
Concerned with ATTITUDES that will be examined
Psychomotor (doing) learning
What the learner will be able to DO at the end of the learning session
Knowledge
Student recalls (rote memory)
Comprehension
Student interprets info
Application
Students selects and uses data to complete a task
Analysis
Student distinguishes, relates & classifies
Synthesis
Student combines ideas
Evaluation
Student assesses (creative & critical thoughts)
Goals of learning
Simple & straightforward statements that indicate WHAT the learning session will accomplish (what is to be learned)
Objectives of learning
Specific & measurable to determine if the goal was met (how they will get there)
Bloom's objective for knowledge domain
Name, identify, recognize & define
Bloom's objective for comprehension domain
Locate, review, translate & compare
Bloom's objective for application domain
Apply, illustrate, solve & restate
Bloom's objective for analysis domain
Summarize, analyze, distinguish & differentiate
Bloom's objective for synthesis domain
Arrange, plan, formulate & construct
Bloom's objective for evaluation domain
Recommend, test, choose and evaluate
Lesson planning goal
One or two statements that explain the purpose of the lesson
Lesson planning objective
What the learner will do to accomplish the goal
Lesson planning prerequisites
Determines learner readiness. Allows instructor to factor in any additional activities necessary for the learners to meet the objectives. Instructors need to take into consideration individual's schema (background information)
Lesson planning materials
Resources required for the lesson. Examples: handouts, visual aids, overhead projectors, textbooks
Lesson planning lesson description
What topics will be covered
Lesson planning lesson procedure
How the objectives will be reached (intro, main activity & conclusion)
Lesson planning reflection
Summarize, comment, journal on, discuss or diagram what has been learned
Lesson planning evaluation
How the instructor will know that the learners met the objectives
Instructional strategies
Discussion, lecture, case study, small group, role play, visual aids/handouts
Discussion
Instructors act as facilitators with groups to engage participants. Adult learners often embrace this instructional strategy because it gives them a chance to be heard
Lecture
This form of instruction is direct, with the instructor transferring information to the class. These presentations can be enhanced with the inclusion of visual aids. To increase effectiveness & foster active learning, a Q & A session may follow
Case study
Becoming more popular in non-traditional classrooms. Usually involve real-life problems and connect with the field of study and real-life situations. A story is presented, the content is analyzed and a solution is created through the process. This makes use of the critical reflective process.
Small group
This instructional strategy involves collaborative activities and cooperative work groups. It has many advantages to the adult learner. Allows for the opportunity to share ideas and opinions, increase communication skills and cooperation between members. Includes working in pairs, small group discussion, jigsaw and roundtable
Jigsaw
A type of small group where each member is responsible for a part of the problem
Roundtable
A type of small group where members contribute in response to an instructor prompt on a page that is passed from one group member to the next
Role play
This instructional strategy encourages interaction with other learners or even the instructor. Enhances experiential learning because it is learning by doing. Sometimes referred to as simulation
Visual aids/handouts
These instructional strategies enhance content that instructors are trying to convey. Artifacts, photos, videos, lecture notes, graphic organizers, etc
Graphic organizer
An instructional tool that illustrates a class's prior knowledge about a subject
Graphic organizers
Fishbone, T-chart, Venn diagram, Anticipation Reaction, Spider Map, Classification Map, Matrix Map, Cause & Effect, Flowchart, K-W-L-W Charts, Series Of Events
Barriers to adult learners
Culture, language, previous experience, time, motivation
Evaluations of adult learners
Informal (typically verbal), formal (typically written), self-evaluation, performance evaluation. It is an asset to adult learners to combine all three methods.
Informal feedback
Typically provided in oral form and usually is done without judgement. Restates a behavior such as "I noticed you are spending a long time on that assignment
Formal feedback
Given in writing in the form of a grade, quiz or test.
Self-evaluation
Promotes self-directed behavior.
Performance evaluations
Helps the instructor and learner determine if the program is doing what it is supposed to do or can provide enough feedback to make changes if necessary
Participant surveys
Beneficial for adult learning programs. Should include delivery, content and presentation evaluation.
The instructor will be successful if positive reinforcement is ___________ and negative reinforcement does not result in _____________
Genuine, isolation
It is important that a friendly, open _______________ is presented in the session
Atmosphere
Coaching
A way to help people reach their goals; brings out personal capabilities and is results oriented. Allows adult learners the opportunity to achieve personal success
Mentoring
Acts as a guide and uses experience to teach methods of success. Showing someone what to do.
Better trained staff will...
Provide better care, be more confident and happier in their jobs and this will often lead to lower turnover
The best weapon against turnover
Continuing education that specifically deals with the interpersonal aspects of resident care
Obstacles to effective staff training
Institutional attitudes towards direct-care staff and/or training, attitudes of staff towards training, previous experiences with training or education, a training style that does not match learning styles of staff, tired & distracted staff, turnover
Strategies to overcome staff training obstacles
Listing obstacles where you work, know what you do & don't have control over, build support for training w/admin, change training styles, don't ask staff to do the impossible, ask how staff are supported in their environment
Adults must see the need to learn. Therefore, info should be _____________
Practical
Adults have a variety of learning styles - ____________
Visual, auditory & kinesthetic
Kinesthetic learning
Motor learning or learning by doing
Enhancing __________ is a strong reinforcer for learning
Self-esteem
Adults are more likely to let ___________ effect their self-esteem than younger learners
Mistakes
Adults need to integrate new learning into what they already know. Whenever possible, build their ________________ into training
Experiences
Info that conflicts with current ____________ will be difficult (or impossible) for staff to learn
Beliefs or values
Fast-paced, complex or unusual learning tasks may ___________ with learning
Interfere
Adults like to know _________ they will be learning
What
Adult attention spans are approx ____________, so plan to change your mode of presentation accordingly
15-20 minutes
It is important to reinforce ______________ and the fact that there are generally multiple ways of approaching the situation
Minority opinions
Adult learners learn better when they can readily __________ the info
Apply
Adults learn better in a ________________
Comfortable environment
Focus on how the discussion applies to their ____________
Lives and jobs
__________ them how they can apply the info
Ask
Brainstorming
A technique for getting participants involved in the discussion quickly. The trainer asks a question to get people thinking. Plan ahead about what answers you hope to get and what points you want to cover. Use a flip chart or whiteboard, write all contributions, make simple, positive comments about each, help clarify thoughts & ideas, non-judgmental process, use list to illustrate ideas, highlight points, correct misinformation
Case studies
Short presentations of a situation or resident with questions for staff to respond to. Use familiar situations, help sensitize staff to feelings of residents, make questions as specific as possible. Always read aloud before handing out in case literacy is an issue. Keep groups to 3-4, maximum of 6. Make a plan for debriefing
Videos/audio visual
Can be good tools for making info real to staff, with limitations. Always preview, show only short segments (10 minutes at a time) and discuss. Give a brief summary and examples of what to watch for. Always allow time for discussion/debriefing. Have specific questions ready.
Role plays
An effective way to demonstrate communication techniques and portraying how you do or don't want staff to interact with residents. Don't reduce residents to caricatures. Ask learners to look for specific things during the role play.
Storytelling
Can be used to deliver a message or teach a point. Used in conjunction with other techniques. Real-life experiences that come from working with real people. Informal and can relax the audience. Comfortable method of learning. Keep them meaningful and respectful. Respect confidentiality and be sure there is a practical application. Practice!
Help staff understand that first & foremost, the resident is a __________ who happens to have a _________
Person, disease
The changes staff sees and the behaviors they struggle with are the result of a _____ that the person has no control over
Brain disease
Help staff understand that behaviors have __________, they are sometimes the only means of ____________ left to individuals with dementia
Meaning, communication
Schema Theory
Readers combine their own knowledge with the information in the text to comprehend the text
Adult learners need to...
Identify the information, reflect how it will affect them, compare it with their experiences and think about how they will act on it
Learning is...
The interaction between the content and experience. Modifying old ideas is as important as adding new ones
Present some _________________ where they can apply what they have learned
Sample situations
Assign some homework to do ________ the next training session
Before
Effective & interactive training strategies
Brainstorming, case studies, videos & audio/visual, role plays, storytelling, humor
Humor
Acknowledges humanity, shortens the distance between instructor and staff. Teach staff to look for the lighter side of their work. Can be an imperfect survival skill. Train with a smile. Do not attack other's values or self-esteem.
Developed a theory that every individual has a personality type
Carl Jung
Said that individuals can learn critical reflection through a transformative process
Jack Mezirow
Terms associated with this person's research in adult learning: self-directed learning, experiential learning & reflective learning
Malcolm Knowles
He discussed the characteristics identified by Knowles about adult learners
Lieb
His six levels of the cognitive domain helps trainers & instructors understand the learning process as well as assisting with the development of activities for adult learners that enhance higher order thinking skills
Bloom