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Adults learning: changing behaviour

Adults learning: changing behaviour. Alastair McGowan Sept 2003. Adults learning. teach people facts teach people how to do things CHANGE THEIR BEHAVIOUR . Cognitive taxonomy. evaluate synthesize apply

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Adults learning: changing behaviour

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  1. Adults learning:changing behaviour Alastair McGowan Sept 2003

  2. Adults learning teach people facts teach people how to do things CHANGE THEIR BEHAVIOUR

  3. Cognitive taxonomy evaluate synthesize apply understand remember

  4. Psychomotor taxonomy does shows how knows how knows is aware

  5. Affective taxonomy act arrange attitude respond receive

  6. GOOD Clear goals hands on 1:2 or 1 relevant questions encouraged achievable reward built in unthreatening well presented NOT GOOD Wrong level irrelevant too long too demanding poor environment poor presentation wrong time or place Teaching experiences

  7. Five assumptions about adult learning • Adults are independent and self directing • they have accumulated much experience and knowledge already • they value learning which integrates with their everyday life • They are more interested in immediate problem centred approaches than in subject centred approaches • they are more motivated to learn by internal drivers than by external ones

  8. Self directed learning: associated traits • methodical and disciplined • logical and analytical • collaborative and interdependent • curious, open, creative, motivated • persistent and responsible • confident and competent at learning • reflective and self aware Candy

  9. Self efficacy A person’s judgement of their own ability to deal with a situation

  10. Self efficacy Based on: performance attainment observation of others dealing with it verbal persuasion physiological state

  11. Constructivism builds on existing knowledge / experience challenges existing understanding learner involvement in design allows time to consider new experiences

  12. Reflective practice Professional practice: “wise judgement under conditions of considerable uncertainty” Erault 1994

  13. Reflective practice Reflection in action deal with event Reflection on action learn from it ( from David Schon)

  14. Reflective practice Reflective practitioners often: debrief seek feedback keep a logbook

  15. Seven principles to guide teaching practice • learner is an active contributor • learning relates to real life problems • learner’s current knowledge and experience taken into account • learners self direct • learners practice and get constructive feedback • learners allowed time to reflect • role models powerful

  16. How adults learn: practical application attend lecture 5% reading 10% A-V 20% demonstration 30% discussion group 50% practice by doing 75% teaching others 80%

  17. What’s the hardest bit? Teaching about the interpersonal domain: instilling self awareness making teams work

  18. Requirements of good teaching (that can be taught) • set clear objectives • motivate (self and learners) • make it experiential • allow reflection • feedback during process

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