PHILIPPINE COMMISSION ON WOMEN October 13 15, 2010

Course Goal
By the end of the course, participants are able to effectively facilitate meetings, sessions, etc. while utilizing professional presentation techniques.

Adult Learning Principles

I hear and I forget. I see and I remember. I do and I understand.

Confucius Chinese philosopher & reformer (551 BC - 479 BC)

Learning Retention
20% 10% 30%

ACS

How Students Learn

Telling
70% recall after three hours and 10% recall after three days

Showing
72% recall after three hours and 20% recall after three days

Telling and Showing

85% recall after three hours and 65% recall after three days

Learning Retention

50%

Do
Say 70%

90%

ACS

Adult Learning Principles

Definitions
Andragogy- the art and science of helping adults learn. Pedagogy- the art and science of helping children learn. Adult Learner- a person more than 18 years old who seeks new skills or information and who exhibits self-direction and autonomy. Self-direction- the opportunity for a person to determine the ways in which she will learn. Autonomy- achieving the state of self-directed learning and independence.

The Learner Continuum

Adult Learner-Centered

Child Teacher-Centered

Learner: Teaching:

Who are your learners?

Demographic/generation

Learning styles
Learning preferences

Personality types

How Can You Be An Effective Trainer?

When planning for instruction, did you consider: Motivation Reinforcement Retention Transference

Four Aspects of Learning

1. Motivation
Why do learners want to learn? What are the barriers?

Is the level of difficulty appropriate?

2. Reinforcement
Feedback positive and negative

Four Aspects of Learning

3. Retention
Encourage practice and application Explain relevance and purpose of

information

Four Aspects of Learning

4. Transference
Positive and Negative (both are good!) Association and similarity improve

transference

Characteristics of Adult Learners

Characteristics of Adult Learners

Learning Characteristics 1. Adults continuously grow and learn. 2. Adult learning is often self-initiated and aimed at an immediate goal. 3. Adults learn and process materials in a variety of ways. 4. People have preferences in subject matter or skills. 5. Adults use only part of their intellectual potential during their lives.

Characteristics of Adult Learners

Experiential Characteristics
1. No adult is the same as any other adult because each has a unique

past and a unique perception of that past.

2. An adults self-concept is the product of past experiences.

3. Through experiences and past decisions, adults narrow the

possibilities open to them in the future.

Characteristics of Adult Learners

Physical Characteristics
1. The adult body enters a catabolic (breaking down)

process.
2. Adults have habits.

Characteristics of Adult Learners

Role and Relationship Characteristics
1. Adults belong to many groups and play many roles during a

single day and during a lifetime.

2. The motivational needs of adults change in different roles

with different developmental tasks. These needs affect relationships.

3. Adults have relationship preferences that influence their

sense of self and affect decisions and actions.

Learning is change
Learning is functionally defined as a

change in behavior.
Change in knowledge is the most

common result of adult learning.

Acquiring new information and

knowledge is part of everyday adult life.

Learning is change
Some adults seek out learning opportunities.

Learning is an individual process.

Adults must want to learn

Adults choose to become in

learning activities.
Some programs require participation.

Adults must want to learn

Learning efficiency and achievement is correlated with

personal motivation.
Identify factors in adult learning.

Develop a felt need for participants.

Adults learn by doing

Adults learn best through direct

participation.
Plan programs that begin at the

entry level.

Adults learn by doing

Significant barriers to learning:
Low self-esteem Unconfident in own abilities Fear of ridicule or failure

Organize activities that ensure

success.

Focus on realistic problems

Knowledge and skills with immediate application.
Adults do not have time or patience to learn irrelevant information.

4. Focus on realistic problems

Use the inductive approach to learning.
Use realistic situations Identify and define problem Propose alternative solutions Develop conclusions

Experience affects learning

Experience influences (+ or -) adult learning.
Experience is a cumulative characteristic Varies widely among adult groups Participants sets of previous experiences May be broad or lacking in scope Adding new knowledge or skill is life dependent

Experience affects learning

Recognize + and - affects. Unlearning and relearning is necessary in todays society.

Foundation for Learning

Knowledge, Skills, and Experience Base

Your job may require you to fill in the blocks of experience, knowledge, or skills for another adult.

Informal Learning Environments

Rules inhibit adult learners. Full immersion in the educational process. Most adults accept behavioral guidelines.

Informal Learning Environments

Refreshment breaks are a necessity.
Scheduled breaks enhance the learning process Allows for interaction among all participants Promotes informal and relaxed discussion

Variety in teaching methods

Adults learn through their senses.
Multiple senses promote retention rates.

Variety in teaching methods

Trade-off between efficiency and effectiveness. Recognize this trade-off when planning programs.
Purpose of the program Objectives of the program

Guidance, not grades

Adults are individualistic in evaluating their achievements or performance. Avoid application of rigid performance standards except when required by certification. Adults benefit from encouragement of their capabilities as learners.

Adult Learning Theory

Adults
bring knowledge, skills, attitudes bring experience like to solve problems like to apply what they learn to real situations like to have choices like to share in the setting learning objectives have variety of learning styles/preferences

do best in an environment where they feel safe, accepted, and

respected want and need feedback need to have their abilities and achievements honored

YOU
A caring person is the best hope of people

who have few resources and face overwhelming circumstances.

A caring person offers possibilities provides

resources, and sustains hope.

Caring for Adult Learners

You care for learners when you
are warm, supportive, and

encouraging
take the learners concerns,

anxieties, and aspirations seriously

regard the learner as an equal

are authentic as a person,

acknowledging strengths and weaknesses as appropriate

What is a Good Teacher?

A good teacher is someone who:
Creates Connections
May Not Know Everything We Remember

Teachers Connect
Teachers create connections

between themselves and the learners between learners and the material

between learners and the world

Its Not How Much You Know The most important elements in teaching are not content expertise and technical skill.

Instructor preparation is essential to success!

The Teachers We Remember Most

The teachers we remember most are those

who invested themselves in their teaching, who enjoyed what they were doing, and who communicated that excitement about the learning to us.

are the Teachers Who Cared