Adult Learning Basics was created to assist in training SME's to become familiar with how adults learn, and what they can do to improve their training skills.
5.
Adults learn differently from children
Adults require different training approaches
Effective instruction = understanding how
adults learn best
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7. Keep in mind:
Learning is a continual process
People learn at different speeds
Remember to:
Enhance the learning experience
Decrease barriers that keep adults from
learning
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8. Principle:
Adults bring a wealth of knowledge and
experience which they want to share.
Technique:
Encourage participants to share their
knowledge and experiences.
Include activities that utilize their expertise.
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10. Principle:
Adults have different learning styles that
must be respected.
Technique:
Provide multiple ways for participants to
learn the material.
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11. Principle:
Adults want to participate rather than just
listen to a lecture.
Technique:
Create a participatory learning environment
with various types of activities.
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12. Principle:
Adults are motivated by information or
tasks that are meaningful and applicable
to their jobs.
Technique:
Relate the content and skills to the
participants’ jobs.
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13. Principle:
Adults prefer training that focuses on reallife problems.
Technique:
Relate content to problems that participants
encounter in their jobs.
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14. Principle:
Adults expect their time during the
training to be used carefully.
Technique:
Follow a realistic time schedule.
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15. Principle:
Adults feel anxious when participating in a
group that makes them look
uninformed, either professionally or personally.
Technique:
Avoid criticism. Acknowledge all contributions
by participants.
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16. Principle:
Adults learn best in a positive environment
where they feel confident and respected.
Technique:
Create a positive environment by providing
positive feedback and showing respect to all
participants.
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17. Principle:
Adults come from different cultures, life
styles, religious preferences, and backgrounds.
Technique:
Respect all differences and encourage
participants to respect each other as well.
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23.
10% of what we see
30-40% of what we see & hear
90% of what we see, hear & DO!
Everyone learns from all three styles, but one
usually dominates
Training should involve all 3 styles
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24. Use a blend of training methods and materials
to reach the greatest number of learners.
Interactive Lectures
Discussions
Exercises
Presentations
Manuals / Handouts
Videos
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26.
Create participatory learning situations
Use a variety of presentation styles,
media, exercises and activities to keep
interest
Change pace and / or activity every 30
minutes
Change seating arrangements
Use examples that participants can
relate to their jobs
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27.
Encourage participants to contribute their
experiences
Use humor when appropriate
Allow for differences of opinion
Keep participants alert
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29.
Participants practice using new
knowledge and skills in simulated
exercise
Exercises can be scripted or improvised
Follow up discussion
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30.
Use quizzes to reinforce learning
Help to keep participants involved,
engaged and interested
Add variety to presentation
Can be a game or challenge
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31. There are 3 types of questions:
Close – ended
Open – ended
Probing
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32.
Generate short, finite answers (yes / no)
Do not encourage discussion
Limit what participant says
Gain a final answer, conclusion or confirmation
Examples:
◦ Is it X…?
◦ Have you ever…?
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33.
Generate descriptive answers
Encourage discussion and participation
Promote sharing of experiences and
knowledge
Examples:
◦ How can you…?
◦ What are some ways…?
◦ Why would you want to…?
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34.
A probing question is an open-ended followup question intended to elicit a thoughtful
answer.
Allows for a deeper dive into the subject.
Examples:
◦ What did you mean by xxx?
◦ Why do you think this is the case?
◦ What would have to change in order for…?
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35.
Maintain a deliberate silence
Repeat or rephrase the question
Use body language / eye contact
Encourage answers
Give examples
Answer the question yourself
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36.
Energizer: a short, fun activity that
breaks up periods of concentrated
learning
◦ Can be a physical activity
◦ May not be related to the training topic
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37. Type of Energizer
How it Engages Participant
Physical
Maintains energy and
attention (especially after
lunch)
Team Building
Builds rapport
Educational
Reinforce content and assess
learning
Mental
Provides a problem to solve
Fun
Highlights special skill or
talent
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38. Consider:
Avoid Energizers that:
Cultural / Organizational
context
Cause embarrassment
Participant backgrounds and
expectations
Provoke disagreement
Training goals
Disrupt flow of learning
Time constraints
Take too long
Room layout / number of
participants
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39.
Design training to meet participants
needs
Choose the right participants
Omit content not relevant to the
audience
Define technical terms as needed
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41.
What are their
goals of
attending?
What are their
learning styles?
What tools do
they need to
succeed?
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42.
Use a “get-to-knowyou” exercise or ice
breaker
Use a pre-assessment
form or quiz
Ask participants to
share their
expectations of the
course
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44.
Sets the tone of the presentation or
training
Shows enthusiasm
Encourages participation
Provides positive reinforcement
Project your voice & vary your pitch
Speak at the audience’s technical level
Use a comfortable and friendly tone
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45.
Shows you are interested in the topic
and the audience
Find out:
◦ Are participants engaged?
◦ Is there understanding?
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46.
Use pauses to allow participants to ask
questions and respond with comments
Listen to what participants are saying /
asking
Always repeat questions from
participants for all to hear and for clarity
of the question
Use silence to help manage the training
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47.
Facial expression should be
warm, friendly and enthusiastic
Use hands naturally while speaking
◦ Keep hands out of pockets
Move around the room
◦ Provides variety
◦ Helps to ease anxiety
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