Effective Adult Learning - Northwest Center for Public Health Practice

More documents

Recommendations

Info

D. Key Learning Theories This chart can help you make decisions on the learning approaches you may want to use. Place a check in the box next to the theories appropriate for your training. Learning theory □ □ Key contributors About Andragogy M. Knowles (1968) “Art and science of helping adults learn” Behaviorism B.F. Skinner (1938) All behavior can be explained through stimulus-response □ Brain-based learning □ Communities of practice □ Cognitive development □ Computersupported collaborative learning □ Constructivism (activity) □ Experiential □ Multiple intelligences □ Problem- or project -based learning □ Transformative learning Caine (1991) and others Lave and Wenger (1991) Piaget (1936) Koschmann (1996); Hakkinen (2002) Vygotsky, (1978); Dewey, Vico, Rorty, Bruner, Piaget Kolb and Fry (1975) Based on the structure and function of the brain Structure of communities and how learning occurs in them Focus on the inner mental activities exploring mental processes of children Multi-faceted pedagogical practices using Information and Communication Technology Learning is an active constructive process Emphasizes role that true experiences have in learning process H. Gardner (1983) 8 (or more) different intelligences Boud and Feletti (1991); Helle, et. al. (2005) Mezirow (1991) Both approaches begin with problem or question raised Learner challenges assumptions through critical lens Examples of application Adults have the need to know why they are learning something; they learn through doing and problem-solving; the subject is of immediate use. Does not account for all kinds of learning as it disregards activities of the mind; positive and negative reinforcement techniques in the classroom. Teachers should maximize the natural learning processes by designing or orchestrating “lifelike, enriching, and appropriate experiences for learners.” Apprenticeships, school-based learning, service learning, real problem solving. Information comes in, is processed, and leads to certain outcomes—examples include symbol manipulation, information mapping, mental models. No unified theory, diverse standpoints on how collaborative learning and technology can work together, various applications being tried. Learner is not a blank slate but brings past experiences and cultural factors to the situation. Concrete experiences; observation and reflection; forming abstract concepts; testing in new situations. Traditional schools often focus on only two intelligences, verbal-linguistic and logicalmathematical. More balanced curriculum includes more equal emphasis on other intelligences by role playing, music, cooperative learning, reflection, visualization, physical education. This is often an adult learning model that starts with a problem orientation, often favored in work-based settings. Question raised, leads to experiment or hypothesis, verified, then reviewed. Ability to create new meaning in the process. www.nwcphp.org Effective Adult Learning: A Toolkit for Teaching Adults | 28
E. Ways to Spot Level of Learner Engagement Use this checklist to assess the level of learner engagement during your class. The behaviors at the top of the list indicate a positive level of engagement, so the desired answer is “yes.” The behaviors shaded in grey at the bottom of the list indicate low levels of engagement, so the desired answer is “no.” Verbal and Non-Verbal Cues Yes No Nods Head Smiles or makes eye contact Looks interested Asks relevant questions Leans forward Shared experience Tries activities or assignements on their own Adds relevant information to the topic Drums fingers Shrugs or yawns Talks to neighbor, easily distracted Closes eyes Looks away or stares Crosses arms or legs Rests head in palm of hand Comes to class late www.nwcphp.org Effective Adult Learning: A Toolkit for Teaching Adults | 29
Page 1 and 2: Effective Adult Learning A Toolkit
Page 3 and 4: Effective Adult Learning A Toolkit
Page 5 and 6: Adult Learning Overview 1. Getting
Page 7 and 8: How do I develop learning objective
Page 9 and 10: 2. Developing Training Content How
Page 11 and 12: How do I put it all together for a
Page 13 and 14: 3. Delivering Your Training How do
Page 15 and 16: Ensure the entire course content is
Page 17 and 18: Let’s look at another example of
Page 19 and 20: divided into six levels or hierarch
Page 21 and 22: Functional action verbs: Attitudina
Page 23 and 24: Preferred order when writing object
Page 25 and 26: A. Training Needs Assessment Worksh
Page 27: C. Curriculum Design Worksheet Comp

Effective Adult Learning - Northwest Center for Public Health Practice

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?