Adult Learning Principles

Adults bring valid experience to the

learning situation
Adults have immediate needs and
objectives
Adults need evidence of usefulness.
Adult Learning Principles

Adults need to understand how information

will impact the current,or their future
situation.
Adults can identify their own learning
needs.

Adults are responsible for their own

learning
Adult Learning Principles

Adults appreciate an informal,non-

threatening learning environment.
Adults may have negative experiences
related to goals/situations.
Adults must have a clear understanding of
what is expected of them.
Adult Learning Principles

Adults retain information when practice

and application is available shortly after
information is acquired.
Adults want specific feedback on their
understanding/performance.
Adults may have short attention/retention
ability d/t “information overload”
Adult Learning Principles

Adults work best at their own pace.

Adults learn through active involvement
i.e. discussion/experience
Adults learn best by using multiple senses:
read 10% see and hear 50%
hear 20% say 70%
see 30% see,hear,do and say 90%
Adult Learning Principles

Adults maintain interest and retain

information better when learning with a
variety of teaching/learning methods.

Source:
Based on the work of Malcolm Knowles
Brain-based Learning
Principles
 People have natural low and high energy cycles
during the day
 Minimal dehydration can lead to lethargy and
impaired learning. The brain requires 8-12
glasses of water a day for optimal functioning.
 Start up the brains learning mode by providing
mental or motor stimulation that promotes
creativity through new experiences.(clay)
Brain-based Learning

Requiring only one answer is less effective

in learning than promoting problem
solving,exploration,creativity and multiple
answers.(case-based learning)
Movement and learning are processed in
the same part of the brain,and more
effective learning has been found to be
connected to movement.
Brain-based Learning
Principles
Stress and negatives can be barriers to
learning
At the beginning of a session try to provide
a few moments of transition to refocus and
relax.
Music fosters learning and retention.
Classical stimulates creativity and rock
speeds up the completion of the task.
Brain-based Learning

The brain loses focus when things stay the

same,such as monotone voice, too much
lecture etc. Try to modulate your voice
and vary learning methodologies.
Genuine attention can only be held at a
high level for about 10 minutes. Move
around the room if you are lecturing!
Give breaks every 45-60 minutes.
Brain-based learning

Memory,attention and meaning increase

when learning is linked to emotion.
Storytelling,poetry and role play help
connect emotion and thinking. Too much
emotion can lead to learning “shutdown”
Humor and enthusiasm stimulate learning
as well as debates and critical thinking
activities.
Brain-based learning

Participants are more excited by meaning

and relevance than the amount of
information/content in a session.

ELNEC 2000
Summary

Participants tend to recall things that are

unique,new,presented first,connected to
emotions,relevant to their life/work,
repeated in various ways,reviewed
frequently,practiced,involve
movement,spaced with time for processing
and reflection,presented in parts and then
in wholes, and presented with
enthusiasm.(Jensen,1998)
Experiential Learning Cycle

Refer to handout

Adapted from the End of Life Nursing Consortium

Curriculum 2000 AACN & COH