#500 001 adult_learning
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DEFENSESTRATEGIC
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Strategic Training& Development
Adult Learning
1
#500_001
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This block of instruction discusses the science of adult learning. It also looks at the
different ways that adult learners are discouraged and
encouraged.
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Performance Objectives
IDENTIFY THREE OF THE SIX ASPECTS OF BASIC COMMUNICATION THEORY.
WRITE THE FOUR COMMON PURPOSES THAT INSTRUCTORS OF ADULTS CAN FULFILL.
LIST THE SEVEN MOTIVATIONAL FACTORS FOR ADULTS AS LEARNERS.
EXPLAIN THE EIGHT PRINCIPLES OF ADULT LEARNING.
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Performance ObjectivesIDENTIFY THE THREE DIFFERENT LEARNING
STYLES.
IDENTIFY THE FOUR GENERATIONAL GROUPS IN THE WORKFORCE TODAY.
DIFFERENTIATE BETWEEN STANDARD LECTURE AND INTERACTIVE LECTURE.
LIST THREE ELEMENTS THAT DISCOURAGE ADULT LEARNING.
LIST FIVE ELEMENTS THAT ENCOURAGE ADULT LEARNING.
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CLASS EXERCISE
1. Divide into groups
2. Compile a list of five characteristics of the BEST instructors you have known
3. Compile a list of five characteristics of the WORST instructors you have known
4. Index the lists of characteristics from 1 (most) to 5 (least)
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Exercise; The Qualities of a Good
Instructor
What’s your list
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1. ____________________ ________
2. ____________________ ________
3. ____________________ ________
4. ____________________ ________
5. ____________________ ________
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1. ____________________ ________
2. ____________________ ________
3. ____________________ ________
4. ____________________ ________
5. ____________________ ________
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You Can Teach Anything To Anyone
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CLASS EXERCISE
Think about what makes you feel uncomfortable about public speaking.
Identify seven personal areas for improvement in public speaking.
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PERSONAL NEEDS ASSESSMENT
One of the most uncomfortable things an adult can be asked to do, is to stand in front of a group of people – and speak.
Recognizing one’s fears is generally the first step in the process of overcoming them. On the lines below, list those things that make you feel the most uncomfortable about the
prospect of having to speak in public.
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“The process of sharing information either consciously or unconsciously, intentionally
or unintentionally, and whenever meaning is
attributed to behavior or the residue of behavior.”
BASIC COMMUNICATION
THEORY
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The process of sharing information between sender and receiver:
SIX ASPECTS OF BASIC COMMUNICATION THEORY
Consciously
Unconsciously
Intentionally
Unintentionally
Residue
Feedback
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How often do we communicate?
Communication is a 24 hour a day process.
Verbally
Non-Verbally
Cultural Influence
BASIC COMMUNICATION THEORY
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We Start By Being A Good Listener…
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INFORMATION THEORY MODEL
There must be a source – and a destination.
•Encode•Transmit•Channel•Receiver•Decode
BASIC COMMUNICATION THEORY
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COMMUNICATION IS PERCEIVED
DIFFERENTLY BETWEEN MEN AND WOMEN
•Emotion•Decisions•Conversation•Modesty
BASIC COMMUNICATION THEORY
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COMMUNICATION IS PERCEIVED DIFFERENTLY BETWEEN MEN
AND WOMEN
•What Do You Think? •The Point•More Than Just Words
BASIC COMMUNICATION THEORY
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•To Inform•To Persuade•To Train•To Represent Management/Agency
FOUR COMMON REASONS FOR INSTRUCTING ADULTS
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7 MOTIVATIONAL FACTORS
1. SOCIAL RELATIONSHIPS
•To fulfill a need for personal associations and friendships
•To make new friends
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7 MOTIVATIONAL FACTORS
2. EXTERNAL EXPECTATIONS•To comply with instructions from someone else
•To carry out the expectations of someone with formal authority
•To carry out the recommendation of some authority
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7 MOTIVATIONAL FACTORS
3. INTERNAL EXPECTATIONS•To achieve personal goals
•To further self- development
•To enjoy and enhance special interests
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7 MOTIVATIONAL FACTORS
4. SOCIAL WELFARE
•To improve ability to serve mankind
•To prepare for service to the community
•To improve ability to participate in community work
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7 MOTIVATIONAL FACTORS
5. PROFESSIONAL ADVANCEMENT
•To gain higher career status
•To secure professional advancement
•To keep up with the competition
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7 MOTIVATIONAL FACTORS
6. ESCAPE OR STIMULATION
•To get relief from boredom
•To break the routine of home or work
•To provide a contrast to the rest of life
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7 MOTIVATIONAL FACTORS
7. COGNITIVE INTEREST
•To learn just for the sake of learning
•To seek knowledge for its own sake
•To satisfy an inquiring mind
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EIGHT PRINCIPLES OF ADULT LEARNING
1. Learning is something the learner DOES, not something the learner
receives.
“I HEAR AND I FORGET...
I SEE AND I REMEMBER...
I DO AND I UNDERSTAND...”- Chinese Proverb
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EIGHT PRINCIPLES OF ADULT LEARNING
Studies have shown that learners retain:
•10% of what they read
•20% of what they hear
•30% of what they see
•50% of what they see and hear
•70% of what they say
•90% of what they do and say
ADULT LEARNERS NEED TO BE ABLE TO APPLY THEIR SENSES TO THEIR LEARNING
EFFORTS
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EIGHT PRINCIPLES OF ADULT LEARNING
2. Learning is a consequence of experience.
Allow your adult learners to apply what they are
learning, to what they already know and have
experienced! Behavioral change can result from new
learning.
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EIGHT PRINCIPLES OF ADULT LEARNING
3. Learning is a collaborative process
•Adults learn well in small groups
•Adults learn well when they are active!
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EIGHT PRINCIPLES OF ADULT LEARNING
4. Learning is an evolutionary process.Learning takes time, and it builds over
time!
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EIGHT PRINCIPLES OF ADULT LEARNING
5. Learning can be a painful process.• Learning takes hard work. • New ideas can sometimes contradict long held beliefs!
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EIGHT PRINCIPLES OF ADULT LEARNING
6. One of the richest resources for learning, are the learners
themselves!
Past experiences of adult learners can enrich the
whole class.
Adult learners have experienced both failures
and successes!
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EIGHT PRINCIPLES OF ADULT LEARNING
7. The process of learning is emotional, as well as intellectual.
Adult learners need to feel a sense of
accomplishment and self-improvement for their learning efforts!
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Don’t Be Shaken By Pending Change; Step Into It
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EIGHT PRINCIPLES OF ADULT LEARNING
8. The problem solving and learning processes of adults are highly unique, and they vary greatly!
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Questions
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