Transcript National Rural Health Mission State Health Mission Second

Adult Learning Principles
&
Techniques
Dr.C.Krishna Mohan Rao
Understanding the
Adult Learner
• Adults learn differently
from children
• They required different
training approaches
• Effective instruction =
understanding how
adults learn best
Andragogy Versus Pedagogy
Pedagogy
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Learners are called “students.”
Dependent learning style.
Objectives are predetermined
and inflexible
It is assumed that the learners
are inexperienced and/or
uninformed.
Passive training methods, such
as lecture, are used.
Trainer controls timing and
pace.
Participants contribute little to
the experience.
Learning is content-centered.
Trainer is seen as the primary
resource who provides ideas
and examples.
Andragogy
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Learners are called
“participants" or “learners.”
Independent learning style.
Objectives are flexible It is
assumed that the learners have
experience to contribute.
Active training methods are
used.
Learners influence timing and
pace.
Participant involvement is vital.
Learning is real-life problemcentered.
Participants are seen as
primary resources for ideas and
examples
Adult learners
1. Self-concept
As a person matures his self concept moves from
one of being a dependent personality toward one
of being a self-directed human being.
2. Experience
As a person matures he accumulates
a growing reservoir of experience
that becomes an increasing resource
for learning.
3. Readiness to learn
As a person matures his readiness to learn
becomes oriented increasingly to the
developmental tasks of his social roles.
4. Orientation to learning
As a person matures his time
perspective changes from one of
postponed application of knowledge
to immediacy of application, and
accordingly his orientation toward
learning shifts from one of subjectcenteredness to one of problem
centeredness.
5. Motivation to learn
As a person
matures the
motivation to
learn is internal.
ADULT LEARNING PRINCIPLES
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FOCUS ON “REAL WORLD” PROBLEMS.
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EMPHASIZE HOW THE LEARNING CAN BE APPLIED.
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RELATE THE LEARNING TO THE LEARNERS’ GOALS.
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RELATE THE MATERIALS TO THE LEARNERS’ PAST EXPERIENCES.
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ALLOW DEBATE AND CHALLENGE OF IDEAS.
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LISTEN TO AND RESPECT THE OPINIONS OF LEARNERS.
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ENCOURAGE LEARNERS TO BE RESOURCES TO YOU AND TO
EACH OTHER.
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TREAT LEARNERS LIKE ADULTS.
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GIVE LEARNERS “CONTROL”.
Adult Learning Principles (cont.)
• Adult Learning Principle
Training Technique
1.
Adults bring a wealth of •
knowledge & experience
which they want to share
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Adults are decision
makers and self-directed •
learners.
Encourage participants to
share their knowledge
and experiences. Include
activities that utilize their
expertise.
Include problem solving
activities.
Adult Learning Principles (cont.)
Adult Learning Principle
Training Technique
3. Adults have different
learning styles that must be •
respected.
4. Adults want to participate
rather than just listen to a
lecture.
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Provide multiple ways for
participants to learn the
material.
Create a participatory
learning environment with
various types of activities.
Adult Learning Principles (cont.)
Adult Learning Principle
Training Technique
5. Adults are motivated by
information or tasks that
are meaningful and
applicable to their jobs.
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Relate the content and
skills to the participants’
jobs.
6. Adults prefer training that
focuses on real-life
problems.
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Relate content to problems
participants encounter in
their jobs.
Adult Learning Principles (cont.)
Adult Learning Principle
Training Technique
7. Adults expect their time
during the training to be
used carefully.
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8. Adults feel anxious when
participating in a group that •
makes them look
uninformed, either
professionally or personally.
Follow a realistic time
schedule.
Avoid criticism.
Acknowledge all
participants’ contributions.
Adult Learning Principles (cont.)
Adult Learning Principle
Training Technique
9. Adults learn best in a
positive environment where •
they feel respected and
confident
10. Adults come from different •
cultures, life styles, religious
preferences, genders, and
ages.
Create a positive
environment by providing
positive feedback and
showing participants
Respect all differences and
encourage participants to
respect each other’s
differences as well
Visual
•observing
Auditory
Basic
LearningRead/Write
Styles
•Listening
•Speaking
•Reading
•Writing
Kinesthetic
•Practicing
•Touching
What Adults Remember
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% of What Adults Remember
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Key Point to Learning Styles
Use a blend of training methods and materials to reach
the greatest number of adult learners
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Interactive Lectures
Discussions
Exercises
Slides
Manuals/handouts
videos
Engage the Participants
• Create participatory learning situations
• Use variety of presentation styles, media, exercises,
and activities to keep interest
• Change pace and/or activity every 30 minutes
• Change location of seating arrangements
• Use examples that participants can relate to their
jobs/situations
• Encourage participants to contribute their
experiences
• Use humor (where appropriate)
• Allow for differences of opinion
• Keep participants alert
Methods for Engaging Participants
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Interactive lectures
Group discussions
Group exercises
Role play
Quizzes
Using questions
Energizers
Types of Energizers
Type of
Energizer
How it
Engages Participants
Physical
Maintains energy and attention (use
especially after lunch)
Team building
Builds rapport
Educational
Reinforces content and assesses
learning
Mental
Provides a problem to solve
Fun
Highlights special skills or talent
1. Adults have a lot of experience
and knowledge that influences
their learning. Hence, learning
should be based on their
previous experience.
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2. Adults have set habits and strong
beliefs and liking. Any direct
contradiction to these beliefs of
habits will evoke resistance and
prevent new learning.
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3. Adults have some amount of pride
and the learning environment should
allow
the
pride
in
their
responsibilities to grow.
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4. Adults have a lot to gain or lose
through their activities and actions
and the focus should therefore be
on the gain.
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5. Adults react instantly towards
authority. This reaction is not
uniform. Some respect authority,
some resent it, and some others
react on the way the authority is
used. It is therefore important to
use it appropriately in the learning
environment.
6. Adults have decisions to make and
problems to solve and therefore learn
whatever helps them make decisions
or solve problems. In other words,
they learn what is relevant to their
immediate needs.
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7. Adults have many responsibilities
outside of a particular learning
situation and they are often
preoccupied
with
these
responsibilities. If the learning
environment clashes with these
responsibilities, the learning will be
adversely affected.
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8.
Adults develop group behaviour
consistent with their needs and are
receptive to learning that reflects
the group needs.
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9. Adults have established emotional
frameworks consisting of values,
attitudes and tendencies and would
like to retain them.
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11. Adults respond to reinforcement
relevant to their perceived needs.
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12. Adults are sensitive to mutual trust
and respect. They will not learn if
they feel that they and their beliefs
are not respected or trusted.
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13. Adults respond to people who are
interested in their learning and/or
welfare.
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14. Adults learn from people who are
willing to share the risk of failure
with them.
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15. Adults like to do things they have
volunteered to do or if they feel that
they have the conclusion prevent the
trainer from exploring alternative
approaches
for
enhancing
risk
perceptions so that people are able to
assess their own risks and take a step
towards safer behaviours.
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16. Adults can change and therefore
learn.
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• A few ways in which adult learning
principles can be applied in training
situations to maximise the gains of
the training are as listed below.
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Since adults learn best when they
feel the need to learn, it is important
to invest time in processes that help
them identify the need to learn.
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• Since adults learn when they have
something to gain, it is important to
focus on the benefits of learning
rather than on just delivering the
content.
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• Trainers need to evoke respect on the
basis of their higher level of knowledge
and experience and a commitment to help
the participants learn. This will not only
help participants “look up” to the
facilitator but can also help them view
them as role models.
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Since adults have problems to solve,
it is important to focus more on
content that can help the group
address problems they face in their
work.
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• Since adults have a lot of prior experience,
all learning should be based on such
experience. It is important to respect
their experience and beliefs, even if they
are contrary to what is considered
“appropriate” for the content.
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• Since adults often feel the need to be
in “control” of situations, it is useful to
involve them in all decision making
during the programme, including for
planning the content and process of
training.
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• Since adults feel the need to maintain an
“image” in front of others, the training
methods should help create a nonthreatening environment
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