Know How You LearnLearning Style Assessment

Master of Management Program

Cambridge College

Learning Styles

Auditory Visual Kinesthetic

Preferred Learning Style Modality

Auditory–Listening Prefer to get information by listening-

needs to hear it to know it May have difficulty following written

directions

Preferred Learning Style Modality

Visual–Seeing, Reading, Visualizing Find charts, diagrams,and graphs useful-

needs to see it to know it Often has problems with spoken

directions

Preferred Learning Style Modality

Kinesthetic–Moving, Touching, Writing Prefer hands-on learning, writing things

down clarifies thoughts, may doodle during oral presentations

Often can assemble parts without reading directions likes to draw pictures

Know YourselfPrinciples of Adult Learning

Master of Management Program

AdaptNet

Cambridge College

What do we know about Adult Learners?

Self Concept Experience Readiness to learn Orientation to learning Motivation to learn

Self-concept:

As a person matures his/her self concept moves from one of being a dependent personality toward one of being a self-directed human being

Experience: As a person matures he/she

accumulates a growing reservoir of experience that becomes an increasing resource for learning.

Readiness to learn:

As a person matures his/her readiness to learn becomes oriented increasingly to the developmental tasks of his social roles.

Orientation to learning: As a person matures his/her time

perspective changes from one of postponed application of knowledge to immediacy of application, and accordingly his/her orientation toward learning shifts from one of subject-centeredness to one of problem centeredness.

Motivation to learn:

As a person matures the motivation to learn is internal

Source: David A. Kolb. Experiential Learning, New York: Prentice-Hall, 1984.

The Adult Learning Model

Adult Learners…..

1. Adults need to know why they need to learn something

2. Adults need to learn experientially

3. Adults approach learning as problem-solving

4. Adults learn best when the topic is of immediate value.

5. Instruction for adults needs to focus more on the process and less on the content being taught.

6. Strategies such as case studies, role playing, simulations, and self-evaluation are most useful.

Adult Learners…..

7. Instructors adopt a role of facilitator or resource rather than lecturer.

8. Adults need to be involved in the planning and evaluation of their instruction.

9. Experience (including mistakes) provides the basis for learning activities.

Adult Learners…..

10. Adults are most interested in learning subjects that have immediate relevance to their job or personal life.

11. Adults need to be involved in the planning and evaluation of their instruction.

Adult Learners…..

12. Experience (including mistakes) provides the basis for learning activities.

13. Adults are most interested in learning subjects that have immediate relevance to their job or personal life.

Adult Learners…..

14. Instruction for adults needs to focus more on the process and less on the content being taught.

15. Strategies such as case studies, role playing, simulations, and self-evaluation are most useful.

Adult Learners…..

16. Instructors adopt a role of facilitator or resource rather than lecturer.

17. Adults need to be involved in the planning and evaluation of their instruction.

Adult Learners…..

18. Experience (including mistakes) provides the basis for learning activities.

19. Adults are most interested in learning subjects that have immediate relevance to their job or personal life.

Adult Learners…..

Facts About Learning

95% of what they teach someone else to do

80% of what they use and do in real life

70% of what they talk over with others

50% of what they see and hear

30% of what they see

20% of what they hear

10% of what they read

Sources:

Smith, M. K. (2002) 'Malcolm Knowles, Informal Adult Education, Self-direction and Anadragogy', The Encyclopedia of Informal Education, www.infed.org/thinkers/et-knowl.htm. Last updated: 02-14-04

Knowles, M. (1975). Self-Directed Learning. Chicago: Follet.

Knowles, M. (1984). The Adult Learner: A Neglected Species (3rd Ed.). Houston, TX: Gulf Publishing.

Knowles, M. (1984). Andragogy in Action. San Francisco: Jossey-Bass.