adult teaching methods and Av techniques ch 1&2.ppt

Education

it is the process of imparting knowledge, values, skills and attitudes, which can be beneficial to an individual.

2. It is acquired by individuals.

3. It is something that one gets at some point in their life.
4. it is a formal process.
5. it is knowledge gained through teaching.

1. Difference b/n Education and learning
Education
1.it is the process of imparting
knowledge, values, skills and
attitudes, which can be
beneficial to an individual.
2. It is acquired by individuals.
3. It is something that one gets at
some point in their life.
4. it is a formal process.
5. it is knowledge gained through
teaching.
6. Education is something that an
individual gets from an outside
source.
Learning
1. It is the process of adopting
knowledge, values and skills.
2. it is the basic instinct
possessed by all individuals.
3. it is an ongoing process.
4. it is an informal process,
5. it is knowledge gained through
experience, and
6. learning is something that
evolves in the inner self.

2. Theories of learning
Objectives:
•Consider a variety of theories of learning
•Explain the importance of several theories in the
process of making adults learn.
•Identify principles of learning
There are many different theories of how people learn.
It is useful to consider their application to how adults
learn.

3. 1. Sensory Stimulation Theory
It asserts that effective learning occurs when the senses are
stimulated (Laird, 1985).
Laird quotes research that found that
75 % of knowledge gained by adults is learned through seeing
13 % // // // // // // // // hearing.
12 % // // // // // // // // touch, smell
and taste.
By stimulating the senses, especially the visual sense, learning
can be enhanced.
However, this theory says that if multi-senses are stimulated,
greater learning takes place.
Stimulation through the senses is achieved through a greater
variety of colours, volume levels, strong statements, facts
presented visually, use of a variety of techniques and media.

4. Lecture
(5%)
Reading
(10%)
Audiovisual (20%)
Demonstration (30%)
Discussion Group (50%)
Practice By Doing (75%)
Teach Others / Immediate Use of Learning (90%)
Bethel, Maine: National Training Laboratories (1960s)
Average Retention
Rate after 24 hours

5. 2. Reinforcement theory
•This theory was developed by the behaviourist
school of psychology, notably by B.F. Skinner earlier
this century (Laird 1985, Burns 1995).
•Skinner believed that behaviour is a function of its
consequences.
•The learner will repeat the desired behaviour if
positive reinforcement (a pleasant consequence)
follows the behaviour.

6. •Positive reinforcement, or 'rewards' can include
verbal reinforcement such as
•'That's great' or
•'You're certainly on the right track'
•Tangible rewards such as a certificate at
the end of the course or promotion to a
higher level in an organisation.
•Punishment, on the other hand, weakens a
behavior because a negative condition is
introduced or experienced as a consequence of
the behavior and teaches the individual not to
repeat the behavior which was negatively
reinforced.

7. 3. Cognitive-Gestalt approaches
•The emphasis here is on the importance of
experience, meaning, problem-solving and the
development of insights (Burns 1995, p.112).
•Burns notes that this theory has developed the
concept that individuals have different needs and
concerns at different times, and that they have
subjective interpretations in different contexts.

8. 4. Facilitation theory (the humanist approach)
Carl Rogers and others have developed the theory of
facilitative learning.
The basic premise of this theory is that learning will
occur by the educator acting as a facilitator, that is
•by establishing an atmosphere in which learners
feel comfortable to consider new ideas and are not
threatened by external factors (Laird 1985.)

9. Facilitative teachers are:
•Less protective of learners constructs and beliefs
than other teachers,
•More able to listen to learners, especially to their
feelings,
•Inclined to pay as much attention to their relationship
with learners as to the content of the course,
•Apt to accept feedback, both positive and negative
and to use it as constructive insight into themselves
and their behavior.

10. Learners:
•are encouraged to take responsibility for their own
learning,
•provide much of the input for the learning which
occurs through their insights and experiences,
•are encouraged to consider that the most valuable
evaluation is self-evaluation and that learning needs
to focus on factors that contribute to solving
significant problems or achieving significant results.

11. 5. Experiential learning theory
•Experiential Learning theory emphasizes the role that true
experiences play in the learning process.
•It is this emphasis that distinguishes itself from other learning
theories.
•Simple definition of Experiential learning is learning by doing.
•When defined in a broadest way:
Experiential learning is "knowledge, skills, and/or abilities
attained through observation, participation that provides
meaning to learning by engaging the mind and/or body
through activity, reflection, and application." (Craig
1997).

12. Adult Learning (Andragogy)
•Malcolm Knowles might well be considered the founding father of
adult learning.
He contrasted the “concept of Andragogywith Pedagogy”
•Andragogy, meaning “the art and science of helping adults learn”
•Pedagogy, “the art and science of helping children learn” (Merriam &
Caffarella, 1999, p. 272).
•Knowles’ original studies and writings arose from the assumption
that there are significant, identifiabledifferences between adult
learners and learners under the age of eighteen.
•Primarily, the differences, according to Knowles, relate to an adult
learner
-being more self-directing, havinga repertoireofexperience,
and
-being internallymotivatedto learn subject matter that can be
appliedimmediatel.

14. Pedagogy vs. Andragogy
PEDAGOGY
•The art and science
of teaching children
ANDRAGOGY
•The art and science
of helping adults learn
•Term introduced in
1968 by Knowles

15. Characteristics of Learners
ADULT LEARNERS
•Problem-centered
•Results-oriented
•Self-directed
•Often skeptical about new
information
•Seek relevancy
•Accepts responsibility for
own learning
YOUTH LEARNERS
•Subject-oriented
•Future-oriented
•Often depend on adults
for direction
•More accepting
•Often train for unclear
future
•Often dependent on
others

16. He taught that adult learning was special in a number of
ways.
For example:
1.Adult learners bring a great deal of experienceto the learning
environment.
►Educators (facilitators) can use this as a resource.
2.Adults expect to have a high degree of influenceon whatthey are to
be educated for, and howthey are to be educated.
►active participation of learners should be encouraged in designing
and implementing educational programs.
3.Adult learners expect to have a high degree of influenceon how
learning will be evaluated.
4.Adults need to see applicationsfor new learning.
5.Adults expect their responses to be acted uponwhen asked for
feedback on the progress of the program.

17. 6.By adulthood people are self-directing.
•This is the concept that lies at the heart of andragogy
•andragogy is therefore
–student-centred,
–experience based,
–problem-oriented.
Why consider learning theories?
•Teaching and learning activities can be designed and
implemented by taking into account the principles of
learning.
•Also, it is interesting to think about individual
differences among learners and to work towards
including activities that have variety and interest for all
the learners in educational programs.

18. PRINCIPLES OF ADULT LEARNING
Adults As Learners
•Part of being an effective instructor involves
understanding how adults learn best compared to
children and teens,
•Adults have special needs and requirements as
learners.
•Despite the apparent truth, adult learning is a
relatively new area of study.
•The field of adult learning was pioneered by
Malcom Knowles. He identified the following
characteristics of adult learners:

19. 5. Evaluate
own
learning
4. Formulate
own
learning
objectives
3. Diagnose
own needs
2. Mutual planning
of methods/
content
1. Establish an
effective
learning
climate
7. Identify/devise
strategies for
using resources
6. Support in
learning plans
Adult
Learning
Theory
(Knowles)

20. ANDRAGOGY IN ACTION: APPLYING MODERN
PRINCIPLES OF ADULT LEARNING.
1.Establishing an effective learning climate
–how do you this? Make it clear to your ss that you expect
them to fulfill assigned responsibilities; you have high
standards for their work.
-Make Introductions to your staff;
-making them feel comfortable;
-giving them a space for their things;
. -orientation to the department, store, etc.
You expect them to be learners
—they will often feel uncertain and sometimes make mistakes;
learning involves taking risks
2. Involve learners in mutual planning of relevant methods
and curricular content… setting goals collaboratively

21. 3.Involve learners in diagnosing their own needs
–this will help to trigger internal motivation.
4.Encourage learners to formulate their own learning objectives
–this gives them more control of their learning.
5.Encourage learners to identify resources and devise strategies for
using the resourcesto achieve their objectives.
-Resources–library, Internet, textbooks, journals, article files, videos,
books, case studies, other databases, patients
6.Support learners in carrying out their learning plans.
Support learners–encourage, ask how they’re doing, offer
suggestions (staff can be involved in the teaching too)
--nurse, business manager, receptionist, colleague
7.Involve learners in evaluating their own learning
–this can develop their skills of critical reflection. Ask them to self-
assess. They will often identify their own weaknesses—just give them a
chance.

22. Characteristics of adult learners:
1. Adults are autonomousand self-directed.
They need to be free to direct themselves.
Their teachers must actively involve adult participants in
the learning process and serve as facilitators for them.
-they must get participants' perspectives about what
topicsto cover and letthemwork on projects that
reflect their interests.
They should allow the participants to assume
responsibilityfor presentations and group leadership.
They have to be sure to act as facilitators:
-guiding participants to their own knowledge rather than
supplying them with facts.
They must show participants how the class will help them
reach their goals.

23. characteristics of adult learners---
2. Adults have accumulated a foundation of life
experiencesand knowledgethat may include
work-related activities, family responsibilities, and
previous education.
-They need to connect learning to this
knowledge/ experience base.
-To help them do so, they should draw out
participants' experience and knowledge which is
relevant to the topic.
3. Adults are goal-oriented.
-Upon enrolling in a course, they usually know
what goal they want to attain.
-They, therefore, appreciate an educational
program.

24. characteristics of adult learners---
4. Adults are relevance-oriented.
They must see a reason for learning something.
-Learning has to be applicable to their work or other
responsibilities to be of value to them.
-Therefore, instructors must identify objectives for
adult participants before the course begins.
-This need can be fulfilled by letting participants
choose projects that reflect their own interests.
5. Adults are practical oriented,
-focus on the aspects of a lesson i.e. most useful to
them in their work.
They may not be interested in knowledge for its own
sake.

25. characteristics of adult learners---
6. Adults need to be shown respect.
Instructors must acknowledge the wealth of
experiences that adult participants bring to the
classroom.
These adults should be treated as equals in
experience and knowledge and allowed to voice their
opinions freely in class.

26. Chapter 2. LEARNING STYLES
AND LEARNING CYCLE
•Session objective
•Define learning styles
•Identify and explain the different learning styles
•Define learning cycle
•Explain the different stages of the learning cycle.

27. What are learning Styles?
•Learning styles are simply different approaches or
ways of learning.
What are the types of learning styles?
1.Visual Learners
2. Auditory Learners
3. Kinesthetic Learners

28. 1. Visual Learners:
Learn through seeing... .
•These learners need to see the teacher's body
language and facial expressionto fully understand
the content of a lesson.
•They tend to prefer sitting at the front of the
classroom to avoid visual obstructions (e.g. people's
heads).
•They may think in pictures and learn bestfrom
visual displays including:
–diagrams, illustrated text books, overhead
transparencies, videos, flipcharts and hand-outs.
•During a lecture or classroom discussion, visual
learners often prefer to take detailed notes to absorb
the information.

29. 2. Auditory Learners:
Learn through listening...
•They learn best through
–verbal lectures, discussions, talking things
through and listening to what others have to say.
•Auditory learners interpret the underlying
meanings of speech through listening to tone
of voice, pitch, speed etc.
•Written information may have little meaning
until it is heard. These learners often benefit
from reading text aloud and using a tape
recorder.

30. 3. Tactile/Kinesthetic Learners:
learn through moving, doing and touching
Tactile/Kinesthetic persons learn best through
-a hands-on approach, actively exploring
the physical world around them.
They may find it hard to sit still for long periods
and may become distracted by their need for
activity and exploration.

31. •Learning style emphasizes the fact that individuals
perceive and process information in very different
ways.
•The learning styles theory implies that how much
individuals learn has more to do with whether the
educational experience is geared toward their
particular style of learningthan whether or not they
are “smart.”
•In fact, educators should not ask,
“is this student smart?”but rather
“How is this student smart?”

32. •When mismatches exist between learning styles of
most students in a class and the teaching style of the
professor, the students may become
–Bored,
–inattentive in class,
–do poorly on tests,
–get discouraged about the courses, the
curriculum, and
–in some cases change to other curricula or drop
out of school.
•To overcome these problems, professors should
strive for a balance of instructional methods (as
opposed to trying to teach each student exclusively
according to his or her preferences.)

33. The Learning Cycle
•The learning cycle is an established planning
method in science education and consistent
with contemporary theories about how
individuals learn.
•You can think of the learning cycle model as
having five parts, though these parts are not
discrete or linear.

34. Learning cycle

35. Engage
•In this stage you should create interest and
generate curiosity in the topic of study;
•raise questions and elicit responses from students
that will give you an idea of what they already know.
•This is also a good opportunity for you to identify
misconceptions in students' understanding. During
this stage students should be asking questions
(Why did this happen? How can I find out?)

36. Explore
•During the Explorestage students should be given
opportunities to work together without direct instruction
from the teacher.
•You should act as a facilitator by asking questions and
observing.
•This is the opportunity for students to
-test predictions and hypotheses and/or form new ones,
-try alternatives and discuss them with peers,
-record observations and ideas and suspend judgment.

37. Explain
•During this stage, you should encourage students to
-explain concepts in their own words,
-ask for evidence and clarification of their explanation,
-listen critically to one another's explanation and those
of the teacher.
•At this stage you should provide definitions and
explanations using students' previous experiences as
a basis for this discussion.

38. Extend
•During this stagestudents should
-apply concepts and skills in new (but similar)
situations and
-use formal labels and definitions.
•Remind students of alternative explanations and to
consider existing data and evidence as they explore
new situations.

39. Evaluate
•Evaluation should take place throughout the
learning experience.
•You should observe
-students' knowledge and/or skills,
-application of new concepts and
-a change in thinking.
•Students should assess
-their own learning.
-Ask open-ended questions and look for answers that
use observation, evidence, and previously accepted
explanations.
-Ask questions that would encourage future
investigations.