Download - Adult Learners: The Top Twenty
Adult Learners:The Top Twenty
Cora M. Dzubak, Ph.D.ConceptPenn State [email protected]
Jim Valkenburg, HBPENarrativeDelta [email protected]
ATP 2007On-line Workshop
Agenda General learning
principles Adult learners Comparing the
ages The top twenty Facilitating the
adult learner FAQs Finis
Multi-sensory Learning(using learning styles wisely) How you put it in
is…
…how you get it out
A Brief Aside About Language
Language symbols Broca’ Area Wernicke’s Area
Symbols
Sign
sBroca Wernicke
Multi-sensory Learning(using learning styles wisely)
Multiple modes of sensory input (attention-concentration)
Multiple methods of processing (comprehension)
Multi-sensory Learning(using learning styles wisely) Multiple storage
sites (retention) Multiple access
(memory)
Prior Knowledge and Learning: Four Key Points
Making connections
Seeing relationships
Incorrect or partial prior knowledge.
Reluctance to change prior knowledge or beliefs.
T. Angelo-University of Akron
Diversity Among Adult Learners
Ages, abilities, goals, jobs, and life experiences
Educational backgrounds (GED - advanced degree)
Identities (personal, career, and educational)
Learning resources (reservoirs of experience)
Relating Class Content to Life Context
Pragmatic learners
Multiple roles Priorities
Values Purpose
Independence and Control
Voluntary and purposeful learners
Once the decision to return to school is made, motivation is high (if there is no “choice”)
Strong belief that education will contribute significantly to the future and career progress
Value choice and independent decision making
Comparing the AgesAdolescents
• other directed (social)
• dependent (passive)
• learn what they are told
• as a group, much alike
• concerned about length of time
Adults
• self directed (personal)
• autonomous (active)
• learn best when they perceive
applicable outcomes
• as a group, diverse
• concerned about effective use
of time
Comparing the Ages: Continued
Adolescents Limited experiential base
Generally learn quickly
Open to new information and readily adjust their views
Readiness to learn is linked to both academic and biological development
Adults Broad, rich experiential
base May learn more slowly,
but just as well or better More likely to reject or
“explain away” information that contradicts their beliefs
Readiness to learn is more directly linked to needs (depending on their roles and purpose for learning)
Comparing the Ages: Continued
Adolescents view learning as being
of future use externally motivated “loose” expectations
about learning
Adults more concerned about
immediate and functional use
internally motivated strong expectations
about applicability and use of information
The Top Twenty:What We Know About Adult Learners
Motivation
1. Engagement: generally willing to become actively engaged in learning
2. Purpose: see learning as a means to an end
3. Self esteem: is a strong secondary motivator for active engagement in learning
4. Life events: seek out learning experiences that coincide with life events such as a change in job
The Top Twenty
Curriculum
5. Integration: prefer to integrate new ideas and information with what they already know; associate old with new
6. Conflict: new information that conflicts with old is integrated more slowly (it forces re-evaluation)
7. Overlap: new information that has minimal conceptual overlap with what is already known is integrated more slowly
8. Interference: complex, fast paced, unique tasks interfere with learning
The Top TwentyCurriculum
9. Theory: prefer single concept or single theory courses that apply to current, relevant problems (compared with “survey” courses)
10. Speed: older adults might be slower in SOME psychomotor tasks than younger adults, but tend to be more accurate
11. Personalize: tend to take errors “personally” and are more likely to take fewer risks (comfortable with the “tried and true”)
12. Anchors: new concepts should be explained, or anchored, in different value sets and different stages of a process
The Top Twenty
Classroom
13. Self-directed: often prefer self-designed projects or activities over “group-learning” experiences
14. Control: tend to prefer projects in which they can choose the topic, control the pace, and practice
15. Environment: tend to be annoyed by long lectures and lack of opportunity to “practice”; use “hands on” activities
16. Expectations: prefer clear, concise expectations from the start
The Top Twenty
Classroom
17. Participation: encourage relevant discussions and sharing of “real-life” and practical experiences
18. Feedback: use open-ended questions and provide clarifying responses
19. Opinion: encourage opinions, multiple solutions, and opportunities for creativity
20. Behaviorism: “hands-on” activities used to apply theory
Keys to Facilitating Adult Learning
Set specific learning goals Combine knowledge with skills
(experience) Provide a “low risk” environment (non-
threatening) Create opportunities for active learning Review older, previously learned
information
Keys to Facilitating Adult Learning
Use multi-sensory teaching strategies
Maximize use of multiple intelligence
Establish “adult to adult” rapport
Recognize individual differences
Create opportunities for problem solving
Emphasize higher order thinking skills
Frequently Asked Questions
Q: Does our intelligence keep increasing as we age?
A: Intelligence appears relatively stable until our sixth or seventh decade.
Q: Does learning take longer as we age?
A: We need more time to learn new things as we age. However, when adults control the pace of learning they compensate for their lack of speed.
FAQ’s Continued
Q: Does memory decline as we age?
A: Long term memory does decline. Adults are not as able as younger learners in tests of recall but difference between older and younger learners in tests of recognition are small or nonexistent.
Q: Does “old learning” interfere with learning new information?
A: There tend to be problems reassessing old learning in order to accommodate new information, but that does not negate the possibility of it happening.
Thank you
Please go to the Discussion Board and complete the prompt you will find there about this module.
Thank you.