adult learning basics

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Basics of Adult Learning and Effective Communication

Adult Learning & Training Basics

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Objective: Describe the components of adult learning

Basic adult learning principals Learning styles Engaging your audience

Objectives

Objective: Identify ways to reach your audience• Target audience demographics• Knowledge and literacy levels• Effective communication techniques

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Identify the Adult learning Principals and Styles

Tools to Teach Engage Participants Know your Audience Effective Communication

Overview

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Andragogy:

Process of helping adults learn

Focused on the learner, not on the teacher

Adult Learning

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Adults learn differently from children

Adults require different training approaches

Effective instruction = understanding how adults learn best

Understanding the Adult Learner

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Self-directed

Have more life experiences and knowledge

Need the material to be relevant

Practical

Characteristics of an Adult Learner

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Keep in mind: Learning is a continual process People learn at different speeds

Remember to: Enhance the learning experience Decrease barriers that keep adults from

learning

Motivating Adult Learners

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Principle:Adults bring a wealth of knowledge and experience which they want to share.

Technique:Encourage participants to share their knowledge and experiences. Include activities that utilize their expertise.

Adult Learning Principals & Techniques

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Principle:Adults are decision makers and self – directed learners.

Technique:Include problem solving activities.


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Principle:Adults have different learning styles that must be respected.

Technique:Provide multiple ways for participants to learn the material.


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Principle:Adults want to participate rather than just listen to a lecture.

Technique:Create a participatory learning environment with various types of activities.


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Principle:Adults are motivated by information or tasks that are meaningful and applicable to their jobs.

Technique:Relate the content and skills to the participants’ jobs.


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Principle:Adults prefer training that focuses on real-life problems.

Technique:Relate content to problems that participants encounter in their jobs.


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Principle:Adults expect their time during the training to be used carefully.

Technique:Follow a realistic time schedule.


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Principle:Adults feel anxious when participating in a group that makes them look uninformed, either professionally or personally.

Technique:Avoid criticism. Acknowledge all contributions by participants.


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Principle:Adults learn best in a positive environment where they feel confident and respected.

Technique:Create a positive environment by providing positive feedback and showing respect to all participants.


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Principle:Adults come from different cultures, life styles, religious preferences, and backgrounds.

Technique:Respect all differences and encourage participants to respect each other as well.


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Visual Auditory Kinesthetic

Observing ListeningSpeaking

PracticingTouching

3 Basic Learning Styles

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10% of what we see 30-40% of what we see & hear 90% of what we see, hear & DO!

Everyone learns from all three styles, but one usually dominates

Training should involve all 3 styles

Adult Retention

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Use a blend of training methods and materials to reach the greatest number of learners.

Interactive Lectures Discussions Exercises Presentations Manuals / Handouts Videos

Summary of Learning Styles

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4 Critical Elements of Learning

MotivationReinforcementRetentionTransference

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Create participatory learning situations Use a variety of presentation styles,

media, exercises and activities to keep interest

Change pace and / or activity every 30 minutes

Change seating arrangements Use examples that participants can

relate to their jobs

Engage the Participants

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Encourage participants to contribute their experiences

Use humor when appropriate Allow for differences of opinion Keep participants alert

Engage the Participants

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Interactive Lectures Group Discussion Group exercise Role Play Quizzes Using Questions Energizers

Methods for Engaging Participants

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Participants practice using new knowledge and skills in simulated exercise

Exercises can be scripted or improvised Follow up discussion

Role Play

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Use quizzes to reinforce learning Help to keep participants involved,

engaged and interested Add variety to presentation Can be a game or challenge

Quizzes

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There are 3 types of questions:

Close – ended

Open – ended

Probing

Using Questions

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Generate short, finite answers (yes / no) Do not encourage discussion Limit what participant says Gain a final answer, conclusion or confirmation Examples:

◦Is it X…?◦Have you ever…?

Close – ended Questions

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Generate descriptive answers Encourage discussion and participation Promote sharing of experiences and

knowledge Examples:

◦How can you…?◦What are some ways…?◦Why would you want to…?

Open – ended Questions

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A probing question is an open-ended follow-up question intended to elicit a thoughtful answer.

Allows for a deeper dive into the subject. Examples:

◦What did you mean by xxx? ◦Why do you think this is the case? ◦What would have to change in order for…?

Probing Questions

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Maintain a deliberate silence Repeat or rephrase the question Use body language / eye contact Encourage answers Give examples Answer the question yourself

When Participants Do Not Respond

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Energizer: a short, fun activity that breaks up periods of concentrated learning

◦Can be a physical activity

◦May not be related to the training topic

Using Energizers

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Type of Energizer How it Engages Participant

Physical Maintains energy and attention (especially after lunch)

Team Building Builds rapportEducational Reinforce content and assess

learningMental Provides a problem to solveFun Highlights special skill or

talent

Types of Energizers

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Consider: Avoid Energizers that:Cultural / Organizational context

Cause embarrassment

Participant backgrounds and expectations

Provoke disagreement

Training goals Disrupt flow of learningTime constraints Take too longRoom layout / number of participants

Using Energizers Effectively

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Design training to meet participants needs

Choose the right participants Omit content not relevant to the audience Define technical terms as needed

Know Your Audience

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Experience Skills Job / Position Education Knowledge New responsibilities Training needs

Know Your Audience

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What are their goals of attending?

What are their learning styles?

What tools do they need to succeed?

Know the Needs of Your Audience

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Use a “get-to-know-you” exercise or ice breaker

Use a pre-assessment form or quiz

Ask participants to share their expectations of the course

Getting to Know Your Audience

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Voice Eye Contact Listen Body Language

Effective Communication

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Sets the tone of the presentation or training

Shows enthusiasm Encourages participation Provides positive reinforcement Project your voice & vary your pitch Speak at the audience’s technical level Use a comfortable and friendly tone

Use Your Voice

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Shows you are interested in the topic and the audience

Find out:◦Are participants engaged?◦Is there understanding?

Eye Contact

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Use pauses to allow participants to ask questions and respond with comments

Listen to what participants are saying / asking

Always repeat questions from participants for all to hear and for clarity of the question

Use silence to help manage the training

Listening Skills

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Facial expression should be warm, friendly and enthusiastic

Use hands naturally while speaking◦Keep hands out of pockets

Move around the room◦Provides variety◦Helps to ease anxiety

Body Language

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Basics of Adult Learning and Effective Communication

Adult Learning & Training Basics

adult learning basics

Education

participants jobs

adults learnfocused

different learning styles

learning experience

participants practice

participants alert27

learning help

basics of adult learning