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Engaging Adult Learners Effectively Final

The document discusses strategies for effectively engaging adult learners, including identifying their unique characteristics such as wanting to apply lessons immediately and having a broad base of experiences to share. It also covers elements of an effective educational plan such as analyzing the audience, choosing concepts and objectives, and selecting learning experiences. The document provides guidance on creating positive learning experiences for adult learners.

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jack sparow
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53 views25 pages

Engaging Adult Learners Effectively Final

The document discusses strategies for effectively engaging adult learners, including identifying their unique characteristics such as wanting to apply lessons immediately and having a broad base of experiences to share. It also covers elements of an effective educational plan such as analyzing the audience, choosing concepts and objectives, and selecting learning experiences. The document provides guidance on creating positive learning experiences for adult learners.

Uploaded by

jack sparow
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Engaging Adult

Learners
Effectively
Objectives
Participants will identify characteristics of adult
learners and explore how these characteristics
influence the creation of an educational plan
Participants will learn the elements of an
educational training plan
Participants will share experiences and
expectations about needs for further assistance
in teaching others
Questions to explore

What is learning?
What is unique about adult learners?
What are good strategies for helping
adults learn?
What makes a good educational plan?
Feedback Needed

What kind of assistance do you need in


your role of teaching others within the
community?
! Resources
! Help from other agencies
! Expertise
What is learning?
Whats Learning All About?

Teaching is not talking, Everything doesnt have to


and learning is not happen at the front of the room.
listening. Teaching is the
art of aiding discovery.

The goals of It is not possible to teach


Tell me, I hear learning belong anyone anything. It is only
Show me, I remember to the learner. possible to arrange for
Involve me, I understand
someone to learn.

What is the worst teaching


technique? The one that is used all Learning occurs as a result of the
the time, whatever it is! Variety is activity in which the learner, not
the spice of the learning situation. the teacher, engages.

- Russell D. Robinson
Learning occurs
as a result of the
activity in which the
learner engages.
Consider a recent POSITIVE
learning experience you had.

What made it POSITIVE?


Consider a recent NEGATIVE
learning experience you had.

What made it NEGATIVE?


Characteristics of
Adult Learners
90% of the population conducts at least one
major learning effort a year

! typical learner conducts 5 distinct learning


projects
! median is 8; some conduct up to 20
A Learning Project is:

At least 7 hours
Episodal
Intent to gain or retain knowledge or
skill
Clearly defined goals
73% of the population
engages in self-directed
learning (where adults
initiate the learning
themselves)
Uniquenesses of Adult
Learners
Want to be actively involved
Broad base of experience to share
Learn what is important to us
Want to apply immediately
Relevant to our needs (problem solvers)
Busy lives, many responsibilities with limited
time
Choose to participate or not
ALSO consider:
Adults resist change
Adults fear failure
Adults can be learner and trainer
Adults have different learning styles
Cone of Learning
We tend to remember our level of involvement

- 10% of what we read READING

- 20% of what we hear HEARING WORDS

- 30% of what we see LOOKING AT PICTURES

WATCHING A MOVIE

LOOKING AT AN EXHIBIT
- 50% of what we hear and see
WATCHING A DEMONSTRATION

SEEING IT DONE ON LOCATION

PARTICIPATING IN A DISCUSSION
- 70% of what we say
GIVING A TALK

DOING A DRAMATIC PRESENTATION


- 90% of what we both say
SIMULATING THE REAL EXPERIENCE
and do
DOING THE REAL THING

Edgar Dale, Audio-Visual Methods in Teaching (3rd Edition). Holt, Rinehart, and Winston (1969).
Effective Educational Plan

Analyze audience
Choose concepts to be learned
Select educational objectives
Select learning experiences/techniques to
engage the learner
Gather resources
Evaluate throughout
Analyze Audience

Who is the audience?


What method if most likely to appeal
to this audience?
When is the best time to reach this
audience?
What does the learner already know?
Want to know?
Choose Concepts to be Learned

Do they need the basics or technical


information?
What is the current level of
knowledge?
! Begin where the audience is..

Refer to training portfolio (matrix)


Determine Objectives

What do they want to learn?


How would you like participants to
respond?
! Change attitude
! Gain knowledge
! Learn skill
Objectives must be:
Specific
! To write, select, list, know, identify, learn, demonstrate NOT to
inform, help, assist

Realistic, given time frame

Measurable
! What will they know? Feel? Be able to do?

Learner-oriented
! What will the learner do (not the teacher)
Design Learning Experience
How do the learners learn best?
! Use variety of techniques
! Engage the learner
! Apply to their situation
! Consider sequential learning activities
Have you considered two or more ways to
deliver the content?
Do you support independent self-directed adult
learning opportunities?
Evaluate throughout.

Were program objectives achieved?


How will you measure?
Are you continually assessing the learning
and the process?
Case Examples
Feedback
What kind of assistance/support do you
need to carry out your responsibility for
training about emergency preparedness
within your community?
Assistance from whom?
How might other agencies support your
efforts?
What additional information do you need?
Resource

URL:
http://coe.sdsu.edu/eet/Articles/BloomsLD/index.htm
(Click on Table of Contents in the sidebar)

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