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Adult Learning Principles

People learn best not by being told, but by experiencing the consequences of their own thoughts and actions

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Carl Correos
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76 views38 pages

Adult Learning Principles

People learn best not by being told, but by experiencing the consequences of their own thoughts and actions

Uploaded by

Carl Correos
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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PRINCIPLES OF ADULT

LEARNING METHOD

Date: 04-22-2021 Version: V2 DC No: -QMR--051


OBJECTIVES
• Familiarize adult learning principles in delivering
training programs

• Understand different features and key elements of


experiential learning

• Apply experiential learning approaches in delivering


upskilling activities
Date: 04-22-2021 Version: V2 DC No: -QMR--051
Let’s Find the Group…
• Do the activity for 10 minutes
• Discuss within your group with the different characteristics of
children and adult as presented on the following slides
• Group the following characteristics that you discussed
following as to what characteristics are for children and what
are for adults
• Choose a reporter to present the output in the class
• Post the outputs in the designated areas

Date: 04-22-2021 Version: V2 DC No: -QMR--051


Let’s Find the Group…
• Rely on others to decide what is important to be learned
• Expect what they are learning to be immediately useful
• Have much past experiences to draw from - may have fixed viewpoints
• Accept the information being presented at face value
• Decide for themselves what is important to be learned
• Expect what they are learning to be useful in their long-term future
• Have little or no experience upon which to draw - clean slates
• Significant ability to serve as a knowledgeable resource to trainer and
fellow learners
• Little ability to serve as a knowledgeable resource to teacher or fellow
classmates

Date: 04-22-2021 Version: V2 DC No: -QMR--051


Let’s Find the Group…

Children Adult

Date: 04-22-2021 Version: V2 DC No: -QMR--051


How did you find the grouping?

• What is your basis in determining the


characteristics of children and adults?

• How did you classify the difference between


children and adults?

Date: 04-22-2021 Version: V2 DC No: -QMR--051


How did you find the grouping?

• How would you consider yourself – a child or


an adult?

• As an adult, how do you deal differently


children and adults?

Date: 04-22-2021 Version: V2 DC No: -QMR--051


How did you find the grouping?

• In your workplace, who are your clients? How


do you deal with them?

• How can you effectively deal people specially


adults?

Date: 04-22-2021 Version: V2 DC No: -QMR--051


LET’S CHECK..

Date: 04-22-2021 Version: V2 DC No: -QMR--051


Differences Between Children and Adult Learners

Children Adult
Rely on others to decide Decide for themselves what
what is important to be is important to be learned
learned
Accept the information being Need to validate the
presented at face value information based on own
beliefs/experiences

Date: 04-22-2021 Version: V2 DC No: -QMR--051


Differences Between Children and Adult Learners

Children Adult
Expect what they are Expect what they are learning
learning to be useful in their to be immediately useful
long-term future
Have little or no experience upon Have much past experiences to
which to draw - clean slates draw from - may have fixed
viewpoints

Date: 04-22-2021 Version: V2 DC No: -QMR--051


Differences Between Children and Adult Learners

Children Adult
Little ability to serve as a Significant ability to serve as a
knowledgeable resource to knowledgeable resource to
teacher or fellow classmates trainer and fellow learners

Date: 04-22-2021 Version: V2 DC No: -QMR--051


Principles of Learning
• Occurs inside the learner and
activated by the learner

• Involves discovery of personal


meaning and relevance of ideas
• No one directly teaches anyone
anything of significance

Date: 04-22-2021 Version: V2 DC No: -QMR--051


Principles of Learning

• Evolutionary more than revolutionary


Learning involves • Both emotional and intellectual
multi-dimensional
processes
• Consequence of learner’s
experiences
• Interdependent more than
independent

Date: 04-22-2021 Version: V2 DC No: -QMR--051


Facilitating Conditions

Date: 04-22-2021 Version: V2 DC No: -QMR--051


Facilitating Conditions

Date: 04-22-2021 Version: V2 DC No: -QMR--051


Facilitating Conditions

Date: 04-22-2021 Version: V2 DC No: -QMR--051


Adult Learning
Approach and
Methodology

Date: 04-22-2021 Version: V2 DC No: -QMR--051


The Adult Learning Approach and Methodology
• HOLISTIC – gives equal importance to every aspect of learning,
from ability to understand, through his emotions, and finally to how
he decides and acts on what he has learned

• EXPERIENTIAL – makes use of real-life situations and the


participants’ experience as point of departure

• REFLECTIVE – enables him to look at the experience from a


distance, identify his reactions to it and determine alternative courses
of action

Date: 04-22-2021 Version: V2 DC No: -QMR--051


Some Important Definitions

PEDAGOGY the art and science of teaching


children

ANDRAGOG the art and science of helping adults


Y (Malcolm Knowles)
Kolb’s Experiential Learning Cycle

Date: 04-22-2021 Version: V2 DC No: -QMR--051


Experiential Learning

• A process that is characterized by constructed


events that can lead to reflection on the
meaning of the experience, and subsequent
personal, group, and/or organizational change

Date: 04-22-2021 Version: V2 DC No: -QMR--051


Key Elements
Involves an experience that is meaningful to the
learner, one that can potentially facilitate change in
knowledge , attitude or skill

Accompanied by critical thought and reflection about the


experience and how it affects previous experience and
learning

Provides opportunity for learner to decide (consciously or


unconsciously) to undertake some kind of action

Date: 04-22-2021 Version: V2 DC No: -QMR--051


Differences Between Children and Adult Learners

CLASSROOM EXPERIENTIAL

Learning Expert: Teachers Books Learners, Resource Persons,


Resource Facilitators
Focus of Acquiring Solving problems, acquiring
Learning knowledge efficacy

Date: 04-22-2021 Version: V2 DC No: -QMR--051


Differences Between Children and Adult Learners

CLASSROOM EXPERIENTIAL
Relationship Teacher-Student Superior- Facilitator-Learner
Subordinate Learner-Resource
Expert-Novice

Date: 04-22-2021 Version: V2 DC No: -QMR--051


Differences Between Children and Adult Learners

CLASSROOM EXPERIENTIAL
Process Teacher/ Expert TELLS or Facilitator creates learning
lectures situation where learner ACTS
or goes through concrete
experience
Teacher DRILLS or
practices, elaborates

Date: 04-22-2021 Version: V2 DC No: -QMR--051


Differences Between Children and Adult Learners

CLASSROOM EXPERIENTIAL
Process Teacher TESTS Learner examines results or
experiences/gets FEEDBACK

Learner REFLECTS on meaning,


implication of feedback

Date: 04-22-2021 Version: V2 DC No: -QMR--051


Differences Between Children and Adult Learners

CLASSROOM EXPERIENTIAL
Process Teacher EVALUATES Learner makes CONCLUSIONS
and decides on appropriate
application back home

Date: 04-22-2021 Version: V2 DC No: -QMR--051


The Cycle of Adult or Experiential
Learning

Date: 04-22-2021 Version: V2 DC No: -QMR--051


The Cycle of Adult or Experiential Learning
Carmencita T. Abella, 1982

Date: 04-22-2021 Version: V2 DC No: -QMR--051


The 4 A’s Experiential Learning Model

ACTIVITY

APPLICATION ANALYSIS

ABSTRACTION
Activity

• A structured experience
• May be direct or vicarious
• “What to do” phase
• To engage the learner
• To develop a common base for
the discussion that follows
Analysis

• A reflective feedback
• A process of inquiry into the Activity
• The “why” phase
• To look more closely at what happened
• Systematic examination
• Experience sharing
• Learning from others
Abstraction

• Integration of Activity and Analysis


• Theory inputs
• The “so what” phase
• To make an inferential leap to life
• To derive generalizations
• To integrate the various concepts in the
learning session
Application

• A practical synthesis
• The “now what” phase
• Apply generalizations to work
• Transfer insights to real-life concerns
• Evaluate the effectiveness of the
KNOWLEDGE is l i k e
paint…it does no g o o d
session
unt il it is APPLIED
Let’s Close the Deal…

• What will I change in dealing with


people?
• What will I do to effect change?
• How will I do it to effect change?
People learn best not by
being told, but by
experiencing the
consequences of their own
thoughts and actions.
­‐-
Training House, New
Jersey
Date: 04-22-2021 Version: V2 DC No: -QMR--051

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