Adult Learning
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A comprehensive understanding of adult learning principles is critical to developing successful education programs that result in participant engagement and the facilitation of learning. Adults have special needs and requirements as learners.
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Adult Learning
- 3. PROFESSION - Noun PROFESSIONAL - Adjective PROFESSIONALISM - Noun
- 4. PROFESSION - OCCUPATION PROFESSIONAL - ENGAGEMENT PROFESSIONALISM - COMPETENCE
- 5. PROFESSION - Noun A paid occupation, especially that involves PROLONGED TRAINING and a FORMAL QUALIFICATION. Synonyms: Career, Occupation, Line of Work, Line of Employment.
- 6. Profession 2 Honourable / Ethical / Courteous…
- 11. Instant Gradual
- 13. How has EDUCATION changed over the years?
- 15. Students’ Mental Models are shifting fast.
- 16. Span of interest getting SMALL
- 17. Classroom teaching is fast becoming ineffective
- 18. Class Absenteeism is increasing
- 19. Classroom Boredom is increasing
- 20. Classroom Participation & Engagement is Ineffective
- 24. Causing Anguish amongst students
- 26. 24x7 access to extraordinary information - FREE
- 29. Tell me something that I can’t GOOGLE!
- 30. Shift in our Mental Model is the need of the hour
- 31. From TEACHING to LEARNING
- 33. To development of SKILLS
- 34. And COMPETENCIES
- 36. do that?
- 38. 1. START with...
- 41. Attributes - Importance & Value
- 42. Audience - Understanding & Empathy
- 43. Communication - Delivery & Expression SIMPLIFY INTERESTING CURIOSITY
- 46. Shift from WHAT WHY
- 47. WHAT WHY CURIOSITY
- 49. WHY offer tremendous opportunity for boarding the scope of thinking - LIMITLESS
- 52. 2. Your Audience is Adult Learner
- 53. Adult Learner are Autonomous & Self directed
- 54. Adult Learner have different LEARNING styles
- 55. Show
- 56. They are MORE informed….ACCEPT it!
- 57. 3. Create LEARNING Capabilities
- 58. LEARNING Capabilities Course Completion =
- 61. There is nothing RIGHT or WRONG
- 62. RIGHT or WRONG is SUBJECTIVE
- 63. Reference to Context is changing FAST
- 65. Believe that MORE than one solution exist to any problem A B C D E F G
- 66. Experiment - Check – Discover - Innovate
- 67. Appreciate LEARNING as a continuous process
- 68. What are LEARNING Experiences?
- 70. BAD Learning Experiences - FIRST
- 71. BAD Learning Experiences... 1. Information OVERLOAD
- 72. 2. Inconsistent DELIVERY BAD Learning Experiences...
- 73. 3. Monologue - BROADCAST BAD Learning Experiences...
- 74. 4. Irrelevant EXAMPLES BAD Learning Experiences...
- 75. 5. All CRAP – ONLY THEORY BAD Learning Experiences...
- 76. TEACHER as the CONTROLLER
- 78. 1. Establish REFERENCE First GREAT Learning Experiences...
- 79. 2. Reference to Context to Content GREAT Learning Experiences...
- 80. 3. DISCUSS More GREAT Learning Experiences...
- 81. 4. Allow students to EXPLORE GREAT Learning Experiences...
- 83. 6. Do not ASSUME anything GREAT Learning Experiences...
- 84. 7. CONCLUDE the session GREAT Learning Experiences...
- 85. 8. Build relationship of TRUST GREAT Learning Experiences...
- 87. TEACHER as the CONTROLLER
- 88. TEACHER as the FACILITATOR
- 89. CONTROLLER COMMAND & CONTROL FACILITATOR ENABLE & ENGAGE
- 90. People hate to be CONTROLLED & MANAGED
- 91. Mental Models are shifting fast ACCEPT the fact!
- 94. Thank You!
Editor's Notes
- Mental Models are changing fast
- Mental Models are changing fast
- Mental Models are changing fast
- Mental Models are changing fast
- Mental Models are changing fast
- Holding attention is becoming difficult Span of Interest shifting fast Every one will be famous for 15 seconds
- Classroom teaching is becoming ineffective
- Classroom boredom
- Poor class participation
- Retarded thinking abilities
- confusion
- Lack of attention
- Causing anguish amongst students
- 24x7 access to information across diverse platforms makes difficult to grab attention The free access to extraordinary educational information demands a shift in the teacher’s profile
- 24x7 access to information across diverse platforms makes difficult to grab attention The free access to extraordinary educational information demands a shift in the teacher’s profile
- 24x7 access to information across diverse platforms makes difficult to grab attention The free access to extraordinary educational information demands a shift in the teacher’s profile
- Students want from their teachers something they cannot find on Google They expect teachers to shift their focus from WHAT / HOW and WHEN to WHY
- Mental Models are changing fast
- Mental Models are changing fast
- Educational Institutions where teaching is considered as an art of creating and delivering memorable learning experiences will foster By focusing in developing Competencies amongst students rather than transferring of KNOWLEDGE
- Educational Institutions where teaching is considered as an art of creating and delivering memorable learning experiences will foster By focusing in developing Competencies amongst students rather than transferring of KNOWLEDGE
- Educational Institutions where teaching is considered as an art of creating and delivering memorable learning experiences will foster By focusing in developing Competencies amongst students rather than transferring of KNOWLEDGE
- 1.We are PROUD of our products We believe our product has value that can offer great benefits to customers Demonstrate that Your subject is interesting? How your subject helps student in achieving their goals?
- 1.We are PROUD of our products We believe our product has value that can offer great benefits to customers Demonstrate that Your subject is interesting? How your subject helps student in achieving their goals?
- 1.We are PROUD of our products 2.We must understand our AUDIENCES What are their backgrounds What are their needs What are their expectations
- 1.We are PROUD of our products 2.We must understand our AUDIENCES What are their backgrounds What are their needs What are their expectations 3. Communication – Expression & Delivery We simplified our messages to make sure everyone understand We make our messages interesting to keep their attention We encourage curiosity so they want to learn more about our products
- People don’t listen to a person they don’t like or a person they don’t trust, creating positive relationship is so important Be a person they like and they will learn from you
- As a teacher we must learn and accept to change our profile Most of the teaching fraternity lives with the illusion of being EXPERT in their discipline and because of this notion teaching as profession is loosing its value and vitality significantly. Teaching is a life long process of creating and delivering learning experiences.
- As a teacher we must learn and accept to change our profile Most of the teaching fraternity lives with the illusion of being EXPERT in their discipline and because of this notion teaching as profession is loosing its value and vitality significantly. Teaching is a life long process of creating and delivering learning experiences.
- Shift your focus from WHAT to ----------------WHY This provides room for more discussion and reasoning. When class discussions are focused around WHAT then the chances of exploring and envisioning the possibilities are limited Discussions that are focused around WHY offer tremendous opportunity for boarding the scope of thinking as the possibilities are limitless.
- This provides room for more discussion and reasoning. When class discussions are focused around WHAT then the chances of exploring and envisioning the possibilities are limited Discussions that are focused around WHY offer tremendous opportunity for boarding the scope of thinking as the possibilities are limitless.
- This provides room for more discussion and reasoning. When class discussions are focused around WHAT then the chances of exploring and envisioning the possibilities are limited Discussions that are focused around WHY offer tremendous opportunity for boarding the scope of thinking as the possibilities are limitless.
- This provides room for more discussion and reasoning. When class discussions are focused around WHAT then the chances of exploring and envisioning the possibilities are limited Discussions that are focused around WHY offer tremendous opportunity for boarding the scope of thinking as the possibilities are limitless.
- Above be open to learning from the students
- Above be open to learning from the students
- Above be open to learning from the students
- Above be open to learning from the students
- Above be open to learning from the students
- Educational Institutions where teaching is considered as an art of creating and delivering memorable learning experiences will foster By focusing in developing Competencies amongst students rather than transferring of KNOWLEDGE
- capabilities
- The first difference that we all must understand is that as Facilitator we have to SUSPEND our judgement
- The first difference that we all must understand is that as Facilitator we have to SUSPEND our judgement
- Above be open to learning from the students As a fascillit
- Above be open to learning from the students
- Above be open to learning from the students
- Above be open to learning from the students
- Above be open to learning from the students
- Above be open to learning from the students
- Above be open to learning from the students
- If we look at what makes learning experience horrible probably we might then appreciate The attributes of memorable learning experiences better Attributes of Horrible Learning Experiences Information OVERLOAD Initially when a course starts the teachers are excited and bubbling with information, and at this point of time students are confused and lost , but with passage of time they start developing the understanding of the subject but by the time teachers lost their interest and gain momentum as they feel the urgency to complete the syllabus
- If we look at what makes learning experience horrible probably we might then appreciate The attributes of memorable learning experiences better Attributes of Horrible Learning Experiences Information OVERLOAD Initially when a course starts the teachers are excited and bubbling with information, and at this point of time students are confused and lost , but with passage of time they start developing the understanding of the subject but by the time teachers lost their interest and gain momentum as they feel the urgency to complete the syllabus
- If we look at what makes learning experience horrible probably we might then appreciate The attributes of memorable learning experiences better Attributes of Horrible Learning Experiences Information OVERLOAD Initially when a course starts the teachers are excited and bubbling with information, and at this point of time students are confused and lost , but with passage of time they start developing the understanding of the subject but by the time teachers lost their interest and gain momentum as they feel the urgency to complete the syllabus
- If we look at what makes learning experience horrible probably we might then appreciate The attributes of memorable learning experiences better Attributes of Horrible Learning Experiences Information OVERLOAD Initially when a course starts the teachers are excited and bubbling with information, and at this point of time students are confused and lost , but with passage of time they start developing the understanding of the subject but by the time teachers lost their interest and gain momentum as they feel the urgency to complete the syllabus
- If we look at what makes learning experience horrible probably we might then appreciate The attributes of memorable learning experiences better Attributes of Horrible Learning Experiences Information OVERLOAD Initially when a course starts the teachers are excited and bubbling with information, and at this point of time students are confused and lost , but with passage of time they start developing the understanding of the subject but by the time teachers lost their interest and gain momentum as they feel the urgency to complete the syllabus
- Above be open to learning from the students
- Before starting the course/chapter spend few minutes talking about the importance what you are going to discuss today and why they listen to you carefully Best is to start with small example that you need to think beforehand And it is because of this reason teaching with WHAT is simpler than Learning with WHY as it need your attention and lot of homework that you have to do More or less like warming up before you start your exercise session
- Use real examples that complements theoretical concept that you have planned to discuss which should confirm why it is happening so Not that easy as it sound
- Instead of conducting sessions have more discussion But for that you must master the art of controlling the class discipline
- Instead of conducting sessions have more discussion But for that you must master the art of controlling the class discipline When students starts exploring then make sure you do talk about the examples/narrations that are either from books, magzines and journals So when they explore they develop the habit of reading
- Why I say monitoring this shows that you are genuinely interested in their process of learning You will agree with me that students are also not very serious about their learning. If you give any work, assignment etc then do fix a time limit and check within that period only
- Never ever assume that students must be knowing, all it takes few minutes to draw the reference
- Before ending the session just like you did warming up before you start your exercise session Always conclude with a maximum of 2 to 3 takeaway as cooling off session. I
- Provide various sources and medium for the information they need Build a relationship of trust. Students should feel that you are the person may be who knows little less than others But whatever you share with them is correct and updated.
- facilitator
- Facilitator
- Mental Models are changing fast
- Mental Models are changing fast