Adult Learning PrinciplesAdult Learning Principles&&

TechniquesTechniques

Dr.C.Krishna Mohan RaoDr.C.Krishna Mohan Rao

Adult Learning PrinciplesAdult Learning Principles&&

TechniquesTechniques

Dr.C.Krishna Mohan RaoDr.C.Krishna Mohan Rao

Andragogy Versus Pedagogy

Pedagogy

• Learners are called “students.”

• Dependent learning style.• Objectives are predetermined

and inflexible• It is assumed that the

learners are inexperienced and/or uninformed.

• Passive training methods, such as lecture, are used.

• Trainer controls timing and pace.

• Participants contribute little to the experience.

• Learning is content-centered.• Trainer is seen as the primary

resource who provides ideas and examples.

Andragogy

• Learners are called “participants" or “learners.”

• Independent learning style.• Objectives are flexible It is

assumed that the learners have experience to contribute.

• Active training methods are used.

• Learners influence timing and pace.

• Participant involvement is vital.

• Learning is real-life problem-centered.

• Participants are seen as primary resources for ideas and examples

Adult learners1. Self-concept

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

2. ExperienceAs a person matures he accumulates a growing reservoir of experience that becomes an increasing resource for learning.

3. Readiness to learn

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

4. Orientation to learning

As a person matures his time perspective changes from one of postponed application of knowledge to immediacy of application, and accordingly his orientation toward learning shifts from one of subject-centeredness to one of problem centeredness.

5. Motivation to learn

ADULT LEARNING PRINCIPLES

• FOCUS ON “REAL WORLD” PROBLEMS.

• EMPHASIZE HOW THE LEARNING CAN BE APPLIED.

• RELATE THE LEARNING TO THE LEARNERS’ GOALS.

• RELATE THE MATERIALS TO THE LEARNERS’ PAST

EXPERIENCES.

• ALLOW DEBATE AND CHALLENGE OF IDEAS.

• LISTEN TO AND RESPECT THE OPINIONS OF LEARNERS.

• ENCOURAGE LEARNERS TO BE RESOURCES TO YOU AND TO

EACH OTHER.

• TREAT LEARNERS LIKE ADULTS.

• GIVE LEARNERS “CONTROL”.

Adult Learning Principles (cont.)

Adult Learning Principles (cont.)

Adult Learning Principles (cont.)

Adult Learning Principles (cont.)

Adult Learning Principles (cont.)

Basic Learning StylesVisual Auditory Read/Write Kinesthetic

•observing •Listening •Speaking

•Reading •Writing

•Practicing •Touching

What Adults Remember

30

50

7090

% of What Adults Remember

Key Point to Learning Styles

Use a blend of training methods and materials to reach the greatest number of adult learners

• Interactive Lectures• Discussions• Exercises• Slides• Manuals/handouts• videos

Engage the Participants

• Create participatory learning situations• Use variety of presentation styles, media,

exercises, and activities to keep interest• Change pace and/or activity every 30 minutes• Change location of seating arrangements• Use examples that participants can relate to their

jobs/situations• Encourage participants to contribute their

experiences• Use humor (where appropriate)• Allow for differences of opinion• Keep participants alert

Methods for Engaging Participants

• Interactive lectures• Group discussions• Group exercises• Role play• Quizzes• Using questions• Energizers

Types of Energizers

Type of Energizer

How it Engages Participants

Physical Maintains energy and attention (use especially after lunch)

Team building Builds rapport

Educational Reinforces content and assesses learning

Mental Provides a problem to solve

Fun Highlights special skills or talent

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1. Adults have a lot of experience and knowledge that influences their learning. Hence, learning should be based on their previous experience.

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2. Adults have set habits and strong beliefs and liking. Any direct contradiction to these beliefs of habits will evoke resistance and prevent new learning.

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3. Adults have some amount of pride and the learning environment should allow the pride in their responsibilities to grow.

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4. Adults have a lot to gain or lose through their activities and actions and the focus should therefore be on the gain.

5. Adults react instantly towards authority. This reaction is not uniform. Some respect authority, some resent it, and some others react on the way the authority is used. It is therefore important to use it appropriately in the learning environment.

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6. Adults have decisions to make and problems to solve and therefore learn whatever helps them make decisions or solve problems. In other words, they learn what is relevant to their immediate needs.

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7. Adults have many responsibilities outside of a particular learning situation and they are often preoccupied with these responsibilities. If the learning environment clashes with these responsibilities, the learning will be adversely affected.

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8. Adults develop group behaviour consistent with their needs and are receptive to learning that reflects the group needs.

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9. Adults have established emotional frameworks consisting of values, attitudes and tendencies and would like to retain them.

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11. Adults respond to reinforcement relevant to their perceived needs.

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12. Adults are sensitive to mutual trust and respect. They will not learn if they feel that they and their beliefs are not respected or trusted.

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13. Adults respond to people who are interested in their learning and/or welfare.

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14. Adults learn from people who are willing to share the risk of failure with them.

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15. Adults like to do things they have volunteered to do or if they feel that they have the conclusion prevent the trainer from exploring alternative approaches for enhancing risk perceptions so that people are able to assess their own risks and take a step towards safer behaviours.

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16. Adults can change and therefore learn.

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• A few ways in which adult learning principles can be applied in training situations to maximise the gains of the training are as listed below.

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• Since adults learn best when they feel the need to learn, it is important to invest time in processes that help them identify the need to learn.

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• Since adults learn when they have something to gain, it is important to focus on the benefits of learning rather than on just delivering the content.

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• Trainers need to evoke respect on the basis of their higher level of knowledge and experience and a commitment to help the participants learn. This will not only help participants “look up” to the facilitator but can also help them view them as role models.

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• Since adults have problems to solve, it is important to focus more on content that can help the group address problems they face in their work.

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• Since adults have a lot of prior experience, all learning should be based on such experience. It is important to respect their experience and beliefs, even if they are contrary to what is considered “appropriate” for the content.

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• Since adults often feel the need to be in “control” of situations, it is useful to involve them in all decision making during the programme, including for planning the content and process of training.

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• Since adults feel the need to maintain an “image” in front of others, the training methods should help create a non-threatening environment

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