Download Adult Learning Theory

Adult Learning Theory
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A compilation of the best in:
Brain Theory
Types of Intelligence
Learning Styles
Teaching Strategies
Self Assessment
In any new situation or experience,
the brain asks two questions:
I wonder what this is about?
How can I use it?
Principle #1: Each Brain Is Unique
Teaching Implication: 20 students, 20 different
brains!
Teaching strategy:
Provide instruction that allows all students to
express and practice visual, tactile, and/or
auditory learning preferences.
Principle #2: Emotions Are
Critical To Learning
Teaching Implication: You cannot separate emotions from
learning.
The affective (feelings) and cognitive thinking) domains are
linked.
What we learn is influenced and organized by feelings and
attitudes. Fear, threat, shame, stress are not effective
teaching tools.
Teaching Strategy:
A safe, supportive, creative learning environment is KEY!
Principal #3: Learning Engages The Entire
Physiology
Teaching Implication: learning is as natural as breathing.
It is possible to inhibit & limit learning or facilitate learning.
Anything that effects our physical functioning affects our capacity
to learn.
What we fuel the body with influences our capacity to learn.
How we burn that fuel also influences our capacity to learn.
Good nutrition, Regular meals, Exercise, Reducing stress,
Restful sleep, Play and Relaxation…
all improve the ability to learn
Teaching Strategy: Create an environment that supports the body.
Use specific techniques, such a deep breathing to calm & focus, or
marching in place to activate & integrate, guided imagery to set
intention & goals.
Principle #4: The Brain Is Curious
It needs to Know. Naming and
Meaning Provide Structure.
Teaching Implication: The search
for meaning is innate. The brain
is a parallel processor. It registers
the familiar and simultaneously
looks for the novel.
Teaching Strategy:
Provide a safe and creative
learning environment that is
stable and consistent as this
provides familiarity.
Incorporate opportunity for
discovery, challenge and novelty.
Principle #5: The Brain Is a Pattern Maker
it searches for and organizes information into
patterns
Teaching Implication: Learners are patterning all the time.
You cannot stop the process.
HOWEVER
Teaching Strategy: You can influence the direction of the patterning by giving
the students the opportunity to link prior knowledge and experience to the
material to make the information more meaningful, useful and personally
relevant.
Principle #6: The Brain Is A Parallel
Processor
The brain ceaselessly performs many functions simultaneously 24/7
The Brain Is Control Central
Thoughts, emotions, imagination, predisposition, memory, movement, function all operate
concurrently.
Teaching Implication: No one method, techniques or strategy can encompass the variations of
the brain.
Teaching Strategy: What To Do?
Invite
Orchestrate
Facilitate
Coach--Mentor
Principle #7: The Brain is Sectional,
Integrated, Separate but Related.
The Brain Processes Parts and Wholes Simultaneously.
Teaching Implication:
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Learning is cumulative and developmental.
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Parts and wholes are conceptually interactive.
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They derive meaning from each other.
Teaching Strategy: Link student’s prior knowledge and experience to
learning objectives.
Principle #8: We Have two types of
memory that serve Learning.
A spatial system, which is the working memory.
A rote system for procedural learning & memorization.
Teaching Implication: Over emphasize on the
memorization and recall of unconnected facts is an
efficient use of the brain. Memorization without
application inhibits understanding and the
development of critical thinking skills.
Teaching Strategy: Practice instructional strategies, which
foster the students assessment, development,
retention and application of new knowledge.
Principle #9: The Brain Understands And
Remembers Best When Facts And Skills Are
Embedded In Natural Spatial Memory, The
Working Memory.
Teaching Implication: Successful learning depends
on using all the senses: auditory, visual,
kinesthetic, olfactory and immersing the learner in
a multitude of complex and interactive
experiences.
Teaching Strategy: Use lots of relevant real life
references that your students can relate to. Link
an activity to the learning by incorporating
metaphors, role-play, music, visual imagery,
poetry, drawing and/or collage.
Principle #10: Learning Is Enhanced
By Challenge And Inhibited By Threat.
Teaching Implication:
When the brain perceives threat, it “downshifts”, causing portions of the
brain to function below par.
This “downshift” creates a feeling of helplessness, narrowing of focus,
loss of concentration, and less flexibility within the person.
Teaching Strategy:
Provide a consistent, supportive, non-threatening environment that is
conducive to learning.
Use praise, thanks, support, recognition and more praise.
Dale’s Cone Of Learning
Experience and Learning
We Tend to Remember
10% of what we read
20% of what we hear
Our Level of
Involvement
P
a
Reading
Hearing Words
s
Verbal receiving
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30% of what we see &
hear
70% of what we say
90% of what we say
Looking at Pictures
Watching a Movie
Looking at an Exhibit
Watching a demonstration, role-play
Participating in a discussion
Giving a Talk
Doing a Dramatic Presentation
v
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Visual Receiving
A
Receiving &
Participating
c
Doing
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Simulating the real thing by role playing
&Doing
do the real thing-skill rehearsing, practice, demonstrate
t
v
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Learning Modalities
A learning modality is a
“mode”, “manner” or
“channel” through
which is information is
inputted, recorded,
stored and accessed in
the brain. i.e. visually,
auditorally, tactually
and/or kinesthetically.
VISUAL:
See, Look, View,
Watch, Observe.
“Do you see what I mean?”
“What it looks like to me is…”
“Look at it this way…”
AUDITORY: Hear, Listen, Sound.
“Do you hear what I am saying?”
“Let me put it a different way.”
“You are not hearing me.”
TACTILE/KINESTHETIC:
Touch & Feel/ Do, Movement, Act.
“I need to get a handle on things.”
“Let me show you. “
“Give me a hand, will you?”
“Let me do it. “
“Can I try my hand at it?”
The Visual Learner
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Right Brain Dominate
An Introvert
The Reader
Prefers to learn by reading, not
listening.
Reads during free time; reading
material always available.
Magazine subscriptions, book clubs.
Prefers new information in print.
Studies by reviewing notes or
skimming text.
Excellent recall of material that has
been read.
Good at homework assignments.
Prefers to study alone.
Remembers addresses or phone
numbers better if they see it in writing.
Likes to work on puzzles & workbooks.
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Left Brain Dominate
An Extrovert
The Observer
Scans everything. Wants to see
things; enjoys visual stimuli.
Stores visual images-and good at
recalling visual images.
Enjoys shapes, colors, patterns, maps,
pictures, and diagrams.
Can recall words after seeing them a
few times.
Does not enjoy lectures.
Daydreams: A word, sound, smell
causes vivid recall & mental
wandering.
Can vividly describe the details of a
scene/ event they observed.
The Auditory Learner
Left Brain DOMINATE
An Introvert
The Listener
Prefers lectures to reading assignments.
Good at remembering verbal
instructions/directions-even it they are
written down.
Likes to listen to stories, poems, music
and tapes.
Seldom takes notes or writes things down.
Often repeats what has just been said.
Talks to self, thinks aloud.
Often move lips while reading.
Likes out music.
Likes to study with a background noise:
TV, radio, and music.
Usually has a good ear for music.
Likes live music, concerts, and plays.
Right Brain DOMINATE
An Extrovert
The Talker
The Interactive Learner
Prefers to discuss ideas & concepts.
Often repeats or re-states, aloud what has
been said.
Asks immediately after assignment given,
“What is the assignment?”
Remembers an address or phone number
by saying it aloud.
Often needs to think aloud-thoughts must
be verbalized.
Needs a chance to reflect.
Likes brainstorming.
Likes to perform... stage, skits, roleplaying, charades, plays, drama, and
musicals.
Likes social activities, parties.
The Tactile-Kinesthetic Learner
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Left Brain Dominate
An Introvert
Tactile-Touching
A toucher, hugger.
In touch with self & feelings.
Needs to touch, handle, and
manipulate materials, objects
…especially while learning/studying.
Good at drawing designs.
Often doodles while listening.
Often “hugs’ self while listening or
concentrating…strokes hands, arms or
clothing. Rocks, sways, "motors".
Likes computers.
Stands close during conversations.
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Right Brain Dominate
An Extrovert
Kinesthetic
Body Centered/Movement
The “Doer”.
Needs to get up and move around in order
to process information.
Reads using their finger to follow the line.
Underlines.
Talks with whole body, uses hands,
animated.
Good a reading body language.
Likes performing, charades, acting.
Good at activities & skills that are body
centered: sports, mechanics, using tools.
Often into physical activity: hiking, jogging,
Do not like a “desk job”.
Learns through movement.
Four Cognitive Levels Of
Association
Concrete…the actual cup… the EXPERIENCE of the actual object
known as a cup.
Three dimensional picture
Symbol
Word…….”Cup”
TEACHING MOMENT: When presenting a concept or idea consider the metaphors,
analogies, examples and comparisons you use.
For the concept to take hold in the mind of the student, they need to have a point of
reference that is based in experience.
You cannot teach a concept if there is no experience associated with the ideas.
There needs to be an experience stored in the mind.
The Four Phases of the Learning Process
INPUT
ORGANIZE STORE
RETRIEVE
Decoding
Taking
In
Information
Encoding:
Making
sense of the
information.
Comprehend
ing.
Using:
Recalling,
Doing,
Performing,
Reflecting
Rememb
ering:
Long term
memory
The Four Phases of the Learning Process
Learning
Modality
V
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S
U
A
L
Input
Organize
Store
Retrieve
Reads
information.,O
bserves.,Visual
izes scenes,
people, and
objects.,Reads
& outlines or
takes
notes.,Underlin
e, use a
highlighter.,Col
or code
important
points
Use graphics or charts
to remember sequence
and important
points.,Use “mind
map”.,Outline.,Identify/w
rite main idea. ,List main
points.
Review material &
notes.,“Hook”
information
to,previously stored
/ learned
information.,Written
rehearsal.,Color
code important
points.,Develop
graphics &
charts.,Answer:
“How would I use
this information?”
Use
Mnemonics.,Prepare
a written report.,Take
a written
exam.,Visualize first,
then write or
explain.,Look for the
patterns.,For spelling,
write the word to see
if it looks correct.
,Use the same style
to recall as in
rehearsal and/or
studying.
The Four Phases of the Learning Process
Learning
Modality
Input
Organize
Store
Retrieve
A
U
D
I
T
O
R
Y
Use
cooperative
learning
activities.,Read
aloud and sub
vocalizes.,Repe
at (either
aloud or sub
vocalize).,Rest
ate.,Listen to
lecture. Tapes
or
videos.,Discuss
ions.,Use
listening
music.,Create
oral
mnemonics.
Restate/repeat incoming
information to
self.,Review information
in sequential order.
Discuss.,Cooperative
learning
activities/strategies.,Self
talk.,Create oral
mnemonics.
Use music &
rhythm.,Oral
rehearsal.,Listen,
repeatedly to
previously taped
information.,Orally
recall & “hook” new
information into
stored
information.,Orally
tell how information
might be
used.,Create oral
mnemonics.,Create a
verse, rap, poem,
and chant.,Answer:
“how would I use
this information?”
Give an oral
presentation.,Tell &
role-play to
demonstrate
lesson/task/situation.
,Discussion
activities.,“Talk
through” to self to
retrieve information
and talk self through
the task.,Repeat
mnemonics.,Sing,
chant, rap, verse,
poem.,
The Four Phases of the Learning Process
Learning
Modality
Input
Organize
Store
Retrieve
K
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N
E
S
T
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Handle/
manipulate
objects while
reading,
listening,
observing. Move,
walk,
“fidget/motor”
while reading,
doing,
listening.,Observ
e/participate in a
demonstration.,T
ake breaks (get
up if necessary &
move) at least
every 15
minutes. ,Copy,
trace, design.
Act, role-play,
walk through the
task /lesson.
Write/design or physically
model.,Take a break to
move/walk/reflect.,Use
notes/flash cards, sentence
strips, fill in the blanks.,“Cut
& paste” technique for
linking information. ,Roleplay; walk through, model
the task or lesson
information.
Use variety or tactile or
movement
activities.,Repeat/rehear
se,Copy/write/re-do at
least three times.,Apply
& use the information
through role-play.,Use
visual & tactile “tics” to
identify task with
touching or looking at
pre-selected objects.
,“Hook” new
information into stored
information.
Use a variety of same
techniques to retrieve as
used to input & store
information.,Write, draw,
collage, and design.,Use
graphics/designs.,Manipu
late objects/stroking to
recall information.,Role
play, model,
talk,,Mnemonics.,Use
demonstrations, build a
model, and use body
language. ,Use colorcoded flash /note cards.
Teaching Tips: Meeting the
Needs of Adult LEARNERS
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Instructional Strategies
Setting The Stage
Provide consistent structure and orderliness.
Employ organizational patterns that signal class has
started.
Provide specific, concrete, and understandable
instructions.
Have a lesson plan prepared.
Be prepared to present instructions both orally and in
writing.
Have materials organized.
Plan Instructional Strategies: what
strategies
will you use to:
INPUT
ORGANIZE
STORE
RETRIEVE
Decoding
Taking
In
Information
Encoding:
Making sense of
the information.
Comprehending.
Rememberin
g:
Long term
memory
Using:
Recalling,
Doing,
Performing,
Reflecting
Step One and Two of Five Step
Process Model of Instruction
Sequencing & Organizing
Information
Provide an anticipatory set that is linked to
the lesson object and engages all students.
Link students’ prior knowledge, learning and/or
experience to the lesson objective.
Break down lesson objective in a sequential
manner.
Make a clear transition from lesson objective to
instructional step of presenting the material, (see in
putting).
Presenting Material Instruction
Step Three of the Five- Step
Process Model of Instruction
Have material presentation timed so to insure adequate time for
instruction that ADDRESSES ALL learning styles.
Link students prior knowledge, experience and or learning to the
material being presented.
relate material to everyday situations when possible.
Make it concrete, (remember the “CUP”). Link to experience.
Checking for understanding includes more than asking questions and
students giving the right answer.
Provide opportunity to link to abstract and reflective learning.
Allow students to ascribe personal meaning. Why is this useful for them
to know? What is the pay value?
Be aware of your students responses and reactions to your pace & style of
instruction.
Are students sleeping, disinterested, side talking, bored, restless, drawing,
reading something else?
Be prepared to adjust your pace
and style to fit student needs.
Could This Be You ?
Are you talking too
much?
•Are you using yourself as a point of
reference?
•Are you telling too much of your story?
•Are you telling your students how to do
it based on your experience/learning
style/preference?
And if you are, then expect that
they will make every effort
To get you off topic & off the lesson plan.
To you tune out.
To look for ways to prove you wrong.
To want to argue/debate/discuss your story and
theirs.
Tell you why what you are telling them will not
work for them.
Ask your advice. Set you up.
Run the class.
What To Do?
Complete a lesson plan, stick with the
lesson plan. Use a variety of instructional
techniques, cooperative learning
strategies, multi media presentations,
adjust and pace your presentation.
Instructional Materials
Provide
handouts/worksheets that
easy to read.
Distribute them
throughout the lesson,
pacing your flow
of reading,
instructional or worksheet
materials.
Do Not Give Out All
The Resource Sheets,
WORKSHEETS,
Workbooks At Once.
It is too distracting, too
over-whelming.
Students will start looking
at them, filling them out,
asking questions.
Keep them interested in
what is coming next.
Use a variety of instructional materials
techniques to accommodate all learners.
Use multi-sensory strategies to reach
students with varied learning styles.
Provide opportunities or touching,
handling, acting, role-playing, repeating,
writing.
Use visual aids: video, graphs, pictures,
charts, collage.
Help students to visualize material. The
more the students can visualize and hear
what is presented, the better the material
will be understood.
Use: film, videos, charts, graphs, and
illustrations,
flip charts, pictures, the board, write on
it, draw on it.
music, poetry, word games.
Learning Strategies
Students learn how to learn.
Use such transferable learning strategies
as listening, para-phrasing SQ3R (survey,
question, read, and recite & review.)
note-taking methods.
memory strategies.
Sentence combining.
Word association.
Provide adults with problem solving
strategies to increase task
performance:
listening
questioning
attending to skills, (concentrating on the task)
self-monitoring to ascertain where there is a
break down in understanding.
Use teaching strategies to enhance
the storage of information:
categorize the information by: function,
size alphabetically.
comparing new information with known
information, and
organizing the information by
distinguishing what is important from what
is less important.
Use mapping, clustering.
Use teaching strategies to enhance
memory:
visual imagery
clustering or chunking information into units
color coding
mapping, and
verbally rehearsing information
practice
Use teaching strategies to aid in
the retrieval of information:
association
mnemonics
imagery, and
setting ideas to music/rapping, rhyming
Provide opportunities for students
to practice skills in multiple
settings with a variety of
materials, since many of our
students lack the ability to quickly
generalize and apply skills learned.
Accommodating & Modifications:
Make sure lesson plan timing allows for task completion.
Pair senior students with new students.
Pair low level readers with better readers.
Have test material read to student.
Keep worksheets and/or tests “do-able”.
Encourage students to write on every other line.
Encourage students to high light.
Allow adequate time for students to copy material from
the board or video.
Have key concepts posted about the room or on flip
charts.
Seven Different TYPES OF
Intelligence_________
Seven Different Ways Of
Knowing
Verbal-Linguistic Intelligence
Deals with words and
language both written
and spoken.
Musical-Rhythmic Intelligence
Deals with recognizing tonal
patterns, sounds, rhythms
and beats.
Visual-Spatial Intelligence
Relies on sense of
sight and ability to
visualize; includes
ability to create
mental images.
Can layer images in
the mind, make them
three dimensional.
Intrapersonal Intelligence
Relates to self-knowledge.
Relates to ability to self-reflect.
Metacognition: Deeper meaning.
Awareness of internal states of being.
Body-Kinesthetic Intelligence
Relates to physical movement,
coordination.
Brain and body connection integrated.
Uses brain’s motor cortex, which controls
bodily motion.
Interpersonal Intelligence
Has to do with person-to- person
relationships and communication.
Logical-Mathematical Intelligence
Deals with inductive and deductive
thinking, reasoning, numbers and abstract
patterns sometimes called scientific
thinking.
Implications
Intelligence is not governed by what you
know. Intelligence is determined through
a more inclusive range of abilities;
including how you know and what you
learn easily such as information, talents
and/or skills that you have a knack for
acquiring and excelling in.