What I hear, I forget; What I see, I remember; What I do, I understand. -Confucius 451 B.C.E.
Leading Adult Learners Presented by Ellen Holmes, NBCT email@example.com
Welcome and Purpose Who is Ellen? Who are all of you? What are we doing here? How will we work together?
Norms for Our Time Listen for Understanding Participate With Intention Invite Diverse Opinions Take Care of Personal and Group Health Take a minute or two with your “elbow partner” to buzz about what these mean to you. Be prepared to report, question, or add to the list.
Parking Lot Questions Comments Suggestions Other
Getting to Know You You each need a piece of poster paper and markers. Fold your paper into fourths. You may only use pictures - no words for the next steps. You will have only 10 minutes. (Page 8)
Getting to Know You Page 1. Who are you? Page 2. What kind of presenter do you want to be? Page 3. What is adult learning? Page 4. What does this program mean to you? You have 10 minutes to create your “book.”
Getting to Know You Find someone you don’t know well Each of you try to “read” the others drawing. Be ready to present your partner and their ideas to the group in about 10 minutes.
Finding Your Bearings North- Find two people you know fairly well. East – Find two people who are relatively new to you. South – Find two people that look like they would be fun. West- Find two people who look eager to be with you. Page 46
As you enter… Locate the article called “Principles of Adult Learning.” Pages 2-7 As you read it, underline important ideas and circle ideas that you have questions about.
What is training? Pages 9-10
The Adult Learner Quiz Page 11
What makes training good? Page 12
You will need three “stickie notes” Place one of your “stickie notes” on each of the statement scales hung on the wall in the appropriate place for you. Example: Entry Activity: Consensogram A principal should supply expensive chocolate snacks at each staff meeting. Strongly Somewhat Somewhat Strongly disagree disagree agree agree
2. Balance Between Affective, Behavioral, and Cognitive Learning
6. Recycling of Earlier Learned Skills and Concepts
Training is a series of structured learning experiences designed to help people change.
Container for the Work What is the difference between Climate and Environment? How can climate and environment effect the learning capacity of participants? Page 14
Climate and Environment Reading As you read consider: What is your role in creating an environment and climate that supports a good experience? What can you control? Pages 15 - 19
Climate Must be open
Environment Must promote interaction
Climate and its Effect on Training The “atmosphere” of the group’s feelings about being ready to learn to work… …must be established – at the beginning – (see Icebreakers Page 45) …must be maintained – throughout; …often requires as much as 40% of the total time AND … is directly related to the degree participants learn and apply their learning.
So, what makes a training good? • Trainer • Environment and Climate • Content • Materials • Participants
Trainer Orientation Survey Pages 20-26
Relevant Material must be relevant
Trainer Tips Know your material Know your participants Be flexible Learn from your own experience Adult learning is best through doing Don’t be judgmental Do not attempt to change the person
P roper P reparation and P ractice P revent P oor P erformance 6 P’s of Proper Preparation
Learning Inventory As you complete this, consider how the way you learn best might impact how you lead adult learners. Page 27
Learning takes place on 3 levels How? Skills Why? Attitudes What? Knowledge Pages 28-29 A.S.K.
Adult Learners and Their Issues
Who are Adults? Page 30-33
Adults are people who have established emotional frameworks consisting of values, attitudes and tendencies.
Adults are people who are supposed to appear in control and who therefore, display restricted emotional response.