Techniques for Teaching the Adult Learner

Jane J. Hawk, DNP, CS, CPAN, RN Clinical Nurse Specialist Harborview Medical Center Seattle, Washington

Objectives
Compare & contrast different learning & thinking styles. List characteristics of adults as learners. Identify needs & motivation sources of the adult learner. Discuss the implications for mentors of adult learners. Compare strategies to enhance & facilitate learning in adults.

Always walk through life as if you have something new to learn and you will.

~ Vernon Howard

Learning
Occurs within each individual Continual, life-long process Different speeds Result from stimulation of the senses
one sense used more than others
Learning & thinking style preferences

Thinking Styles

Reflective Creative Practical Conceptual

Thinking Styles
Reflective

View new info subjectively Relate new info to past experiences Often ask why? Examine their feelings about what they are learning

Creative
Always ask why? Make excellent trouble-shooters Create own short-cuts and solutions

Thinking Styles
Practical
Want facts without nice to know additions Seek simplest, most efficient way to do things Not satisfied until they know how to apply their new skills to their job/other interest

Conceptual
Accepts new info only after seeing the big picture Want to know how things work, not just final outcome Curious about related concepts to main subject

3 Primary Sensory Learning Channels Visual

Visually illustrated or demonstrated Show me
Graphics/illustrations/images, demos, animations

Auditory
Spoken word; sound of your voice
Lectures, discussions

Kinesthetic/Tactile
Touched or manipulated; hands-on; let me do it
Written assignments, taking notes, examination of objects, participation in activities

Pearl: Use a variety of teaching methods to create best learning environment

Learning Styles
Styles of Learning
Linguistic
Saying, hearing, and seeing words

Logical/mathematical
Categorizing, classifying & working with abstract patterns/relationships

Spatial
Visualizing, dreaming, using minds eye

Musical
Rhythm, melody and music

Learning Styles
Bodily/Kinesthetic
Touching, moving, interacting with space; processes knowledge through bodily sensations

Naturalistic
Studying natural phenomenon in a natural setting, learning how things work

Intrapersonal
Working alone on individual projects, self-paced instruction

Interpersonal
Join groups, have lots of friends, good at leading others; learns by sharing, relating, comparing

Compare Youth & Adult Learners

Aspect
Demands of learning

Youth
Life responsibilities are minimal Reliance on instructor for direction Lecture common method Building knowledge base Dont know purpose just that they have to Subject-centered Future-oriented Required; mandatory; short retention Likely to accept without questioning

Adult
Must balance life responsibilities with learning Autonomous and selfdirected Guide rather than supply facts Tremendous amount Goal-oriented Problem-centered

Role of Instructor

Life Experiences Purpose for learning

Permanence of learning Acceptance of New Information

Retention longer when learning self-initiated Often skeptical

Knowles Foundations of Adult Education

As compared to children, adults have different needs & requirements as learners As a person matures, his/her self-concept moves from that of a dependent personality toward one of a self-directed human being. An adult accumulates a growing reservoir of experiences, which is a rich resource for learning. The readiness of an adult to learn is closely related to the developmental tasks of his/her social role.

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Knowles Foundations of Adult Education

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There is a change in time perspective as a person matures from future application of knowledge to immediacy of application. Thus an adult is more problem-centered than subject-centered. Adults are motivated to learn by internal factors rather than external ones. Adults need to know why they need to learn something before learning it.

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Adults as Learners
Characteristics

defined by Adult Learner pioneer Malcolm Knowles

1. Autonomous and self-directed

Active participants Teacher = facilitator rather than fact supplier

2. Accumulate life experiences and knowledge

Work experiences Family responsibilities Previous education o Need to be treated with respect & allowed to voice opinions freely

Adults as Learners
Characteristics:
3. Goal-oriented
Know what they want to attain Appreciate organization & clearly defined elements

4. Relevancy-oriented
Must see reason for learning something Must be applicable to their work/responsibilities

5. Practical
Not interested in knowledge for knowledge sake Want to know how is info useful on the job?

Adult Learning
Adults learn best when:
They understand why something is important to know or do They have the freedom to learn in their own way and different learning styles are respected Learning is experiential
Activities get learners involved Honor life experiences

The time is right for them to learn The process is positive and encouraging
~ Malcolm Knowles, pioneer in the study of adult learning

Adult Motivation Sources for Learning

Social relationships
Make new friends, relationships with associations/groups

External expectations
Complying with instructions from formal authority

Social Welfare
Serve mankind, provide community service

Adult Motivation Sources for Learning

Personal Advancement
Professional advancement, stay ahead of competitors

Escape/Stimulation
Relieve boredom, break from home/work routine, provide contrast to other exacting details of life

Cognitive Interest
Learn for sake of learning, satisfy the inquiring mind

Adult Motivation Sources for Learning

Motivating factors can also be barriers to learning Best way to motivate adult learners is to enhance their reasons for enrolling and decrease the barriers Questions for mentors to ask:
Why did they enroll? Whats keeping them from learning?

I am always ready to learn although I do not always like being taught.

~ Winston Churchill

Needs of Adult Learners

Meaningful, relevant information
Planned in response to learning or personal/work situations Should provide solutions to problem encountered in these situations

To know what is expected of them

Expectations/learning objectives clearly stated at the beginning

Needs of Adult Learners

Activities/opportunities to assist them to associate new learning with past experiences
Best learning takes place when new info is tied to/built upon past learning experiences

To feel their experiences are respected

Need to feel accepted and respected; that opinions are listened to and valued.

Needs of Adult Learners

Receive information in a variety of ways
Appealing to multiple senses including visual, auditory and tactile approaches

Actively involved in process

Allow to learn by doing; learn what they practice.

Feel a sense of self-direction

Enhanced learning with control/influence over focus & direction of learning Self-guided captures interest and encourages participant responsibility in process

Needs of Adult Learners

Freedom from anxiety
Defensiveness, anxiety can block learning Environment should foster intellectual freedom and encourage experimentation and creativity

Feedback about their performance

Immediate & relevant feedback reinforces new learning

Opportunities for immediate application of new knowledge and skills

Use it or lose it Immediacy reinforces & locks in

Strategies for Adult Learning

Adults are often concerned that participating in a learning exercise will make them look professionally/personally weak.
Design training workshops/educational exercises that help people feel safe and supported Honor individual needs and uniqueness Acknowledge and respect abilities and life achievements Provide opportunities and allow time for people to establish themselves in the group Dont ask people to take risks too early in a workshop/course (example: role-playing) unless they already know each other well

Strategies for Adult Learning

Adults bring a great deal of experience and knowledge to any learning situation.
Show respect & recognize A learning needs assessment Treat participants as peers. Provide opportunities to give and receive feedback and input into the learning process. Learners will perceive content within their own global view

Strategies for Adult Learning

Adults are decision-makers and self-directed learners.
Do not seek to make people obey you. Be the guide on the side rather than the sage on the stage. Listen to what they want and need and be flexible in your planning & seek feedback Facilitate self-directed learning

Strategies for Adult Learning

Adults are motivated by information or tasks that they find meaningful.
Conduct a learning needs assessment Consider Generative themes that might affect their attention span.
Concerns and issues that are most important in a persons life
Ex: Losing a job, health of a loved one, the desire for a promotion, the
need for a change etc.

Deliver content with immediacy; people learn best when they can apply right away.

Strategies for Adult Learning

Adults have many responsibilities and can be impatient when their time is wasted.
Be thoughtful and kind. Begin and end your session on time. Understand who is in the audience and why they are participating. Learn what questions they have about the subject. Dont cover material they already know unless there is a good reason for it. Recognize that your subject is only one of many that participants may be interested in learning more about.

You have learned something. That always feels at first as if you had lost something. ~ H. G Wells

Learning Processes for Adult Learners

Real-World Scenarios
Learn/Practice skills
Judgment Problem solving Critical thinking

Inquiry: Asking why? Reflection

Meaningful exploration of values, feelings, relationship of self to other

Interactive questioning

Implications for Mentors

Create a supportive, threat-free and accepting learning environment; make it easy to be right and make mistakes Eliminate unnecessary anxieties Provide educational experiences based on persons job and/or life situations Build/capitalize on the learners strengths Use the learners experience as a resource for learning; tie new information to things the learner already knows

Implications for Mentors

Allow learner to set own learning pace Employ a variety of teaching styles Integrate theory with practice Provide continuous feedback; offer positive reinforcement and specific, constructive feedback Use problem-centered rather than subjectcentered approach

Facilitating Adult Learning

Assist learner to define their own learning needs and objectives Organize what is to be learned Foster learner decision-making & problem solving Help the learner to understand how to use learning resources Progressively decrease the learners dependency on educators

Facilitating Adult Learning

Reinforce self-concept of learner as doer by providing progressive mastery Provide supportive climate with feedback to encourage change and risk taking Aim to develop a spirit of critical reflection, self-direction, mutual respect, voluntary participation and collaboration

Tips for Effective Instructors

4 critical elements of learner to address

Motivation Reinforcement Retention Transference

Tips for Effective Instructors

Motivation: Need to know
Set a feeling/tone: friendly, open atmosphere Set an appropriate level of concern
Best learning under low to moderate stress Too high stress = barrier

Provide specific feedback Reward for learning

Doesnt have to be monetary

Learner must have interest in subject

Interest r/t reward; must see benefit

Tips for Effective Instructors

Reinforcement
Very necessary!
Positive
Reinforces good behavior

Negative
Punishes bad behavior

Ensures correct behavior Frequent and early in process to foster retention

Tips for Effective Instructors

Retention
Necessary to gain benefit from learning Must see meaning/purpose of new info Must understand & be able to interpret & apply info Affected by degree of initial learning
If not learned well, will not retain

Practice, practice, practice

Tips for Effective Instructors

Transference
Ability to use the new info in a new setting
Positive: uses behavior taught in course Negative: Participants do not do what they are told not to do

Most likely to occur:

Association: new info associated with old info Similarity: new info similar to old info Degree of initial learning = high Critical attribute element: new info contains extremely beneficial on the job

Education consists of mainly what we have unlearned. ~ Mark Twain