The Adult Learner in TVET

The Adult Learner in TVETPEDAGOGY (Directed Learning) vs ANDRAGOGY (Facilitated Learning)LEARNING MODALITIES VARIOUS LEARNING STYLES DALES CONE OF LEARNING CATERING FOR DIVERSITY OF LEARNING STYLESPEDAGOGY /DIRECTED LEARNING(Teacher-centered)ANDRAGOGY/FACILITATED LEARNING (Learner-centered) Learners are dependent Learners are independent, self-directedLearners are externally motivated (by rewards, competition, etc) Learners are intrinsically motivated (i.e., interested in learning for learning's sake)The learning environment is formal and characterized by competitiveness and value judgments The learning environment is more informal and characterized by equality/mutual respect, and cooperationPlanning and assessment is conducted by the teacher Planning and assessment is a collaborative affair (i.e., teacher and students) PEDAGOGY /DIRECTED LEARNING(Teacher-centered)ANDRAGOGY/FACILITATED LEARNING (Learner-centered) Teaching is characterized by transmittal techniques (lectures, assigned readings) Teaching is characterized by inquiry projects, experimentation, independent studyEvaluation is accomplished mainly by external methods (grades, tests & quizzes) Evaluation is characterized by self-assessmentLearning ModalitiesA learning modality is a mode, manner or channel through which information is inputted, recorded, stored and accessed in the brain. i.e. visually, auditorily, tactually or kinaesthetically and read/write.

Learning ModalitiesVISUAL: See, Look, View, Watch, ObserveAUDITORY: Hear, Listen, Sound. TACTILE/KINESTHETIC: Touch & Feel/ Do, Movement, Act. Read/WriteLearning styles may be classified according to the sensory modality that one most prefers to use when internalizing information.Your learning style is your preferred mode of learning. Being aware of personal study style an individual can choose study strategies that will help him/her learn new information more quickly.WHAT ARE THE VARIOUS LEARNING STYLES?Seven learning styles:Visual (spatial)Aural (auditory-musical)Verbal (linguistic)Physical (kinesthetic) Logical (mathematical) Social (interpersonal) Solitary (intrapersonal)6Dunn, R. and K. Dunn, Teaching Students Through Their Individual Learning Styles: A Practical Approach, Reston Publishing Division of Prentice-Hall Publishers, Reston, Va., 1978

WHAT ARE THE VARIOUS LEARNING STYLES?Memletic means that you are in the best state for learning7The Visual Learner Right Brain Dominate An Introvert The Reader Prefers to learn by reading, not listening. Reads during free time; reading material always available. Magazine subscriptions, book clubs. Prefers new information in print. Studies by reviewing notes or skimming text. Excellent recall of material that has been read. Good at homework assignments. Prefers to study alone. Remembers addresses or phone numbers better if they see it in writing. Likes to work on puzzles & workbooks. Left Brain Dominate An Extrovert The Observer Scans everything. Wants to see things; enjoys visual stimuli. Stores visual images-and good at recalling visual images. Enjoys shapes, colours, patterns, maps, pictures, and diagrams. Can recall words after seeing them a few times. Does not enjoy lectures. Daydreams: A word, sound, smell causes vivid recall & mental wandering. Can vividly describe the details of a scene/ event they observed.

The Auditory Learner Left Brain DOMINATE An Introvert The Listener Prefers lectures to reading assignments. Good at remembering verbal instructions/directions-even it they are written down. Likes to listen to stories, poems, music and tapes. Seldom takes notes or writes things down. Often repeats what has just been said. Talks to self, thinks aloud. Often move lips while reading. Likes out music. Likes to study with a background noise: TV, radio, and music. Usually has a good ear for music. Likes live music, concerts, and plays. Right Brain DOMINATE An Extrovert The Talker The Interactive Learner Prefers to discuss ideas & concepts. Often repeats or re-states, aloud what has been said. Asks immediately after assignment given, What is the assignment? Remembers an address or phone number by saying it aloud. Often needs to think aloud-thoughts must be verbalized. Needs a chance to reflect. Likes brainstorming. Likes to perform... stage, skits, role-playing, charades, plays, drama, and musicals. Likes social activities, parties.

The Tactile-Kinaesthetic Learner Left Brain Dominate An Introvert Tactile-Touching A toucher, hugger. In touch with self & feelings. Needs to touch, handle, and manipulate materials, objects especially while learning/studying. Good at drawing designs. Often doodles while listening. Often hugs self while listening or concentratingstrokes hands, arms or clothing. Rocks, sways, "motors". Likes computers. Stands close during conversations. Right Brain Dominate An Extrovert Kinaesthetic Body Centered/Movement The Doer. Needs to get up and move around in order to process information. Reads using their finger to follow the line. Underlines. Talks with whole body, uses hands, animated. Good a reading body language. Likes performing, charades, acting. Good at activities & skills that are body centred: sports, mechanics, using tools. Often into physical activity: hiking, jogging, Do not like a desk job. Learns through movement.

Dales Cone Of Learning Experience & Learning We Tend to Remember: 10% of what we read. 20% of what we hear 30% of what we see & hear 70% of what we say 90% of what we say & do Our Level of Involvement:Verbal receiving Visual Receiving Receiving & ParticipatingDoing VISIT THIS SITE http://www.percepsys.com/images/Percepsys_SIMSTUDIO.pdf

How Learning Styles Inform Education and Training practices13PLANNING YOUR INSTRUCTIONAL APPROACH FOR A GROUP?Five questions that should be considered when catering for different learning styles: What type of information is being emphasized? What mode of presentation is stressed? How is the presentation organised? What mode of student participation is facilitated by the presentation?What perspective is provided by the information presented?14Catering For Diversity of Learning StylesMotivate learnerProvide a balance of concrete information and abstract conceptsAim for a balance using material that emphasizes practical problem-solving methods with material that emphasizes fundamental understanding.Provide explicit illustrations of intuitive patterns and sensing patterns and encourage all students to exercise both patterns.

15Felder, R.M. and L.K. Silverman, Learning Styles and Teaching Styles in Engineering Education, Presented at the 1987 Annual Meeting of the American Institute of Chemical Engineers, New York, Nov. 1987.Catering For Diversity of Learning StylesFollow the scientific method in presenting theoretical material.Use pictures, schematics, graphs, and simple sketches liberally before, during, and after the presentation of verbal material.Do not fill every minute of class time lecturing and writing on the board.

16Felder, R.M. and L.K. Silverman, Learning Styles and Teaching Styles in Engineering Education, Presented at the 1987 Annual Meeting of the American Institute of Chemical Engineers, New York, Nov. 1987.Catering For Diversity of Learning StylesProvide opportunities for students to do something active besides transcribing notes.Applaud creative solutions, even incorrect onesTalk to students about learning stylesBy using a mixture of learning styles and group work all students can be assisted to achieve a high level of in-depth learning.

17Felder, R.M. and L.K. Silverman, Learning Styles and Teaching Styles in Engineering Education, Presented at the 1987 Annual Meeting of the American Institute of Chemical Engineers, New York, Nov. 1987. Understand Your Learning StyleVARK a guide to Learning Styles( visit http://www.vark-learn.com/english/index.asp and find out more about you.)Overview of Learning styles ( Visit http://www.learning-styles-online.com/overview/ and explore the challenges of meeting the needs of a class of 20 )

THEORY OF MOTIVATIONCONTENT THEORIES These answer what motivates a person and is concerned with a person`s goals and needs.MaslowAlderferHerzbergMcClellandPROCESS THEORIESDeals with the process of motivation and addresses how motivation occurs.VroomPorter & LawlerAdams & Locke

Motivation is the answer to the question Why we do what we do?. The motivation theories try to figure out what the M is in the equation: M motivates P (Motivator motivates the Person)

Internal and external factors that stimulate desire and energy in people to be continually interested and committed to a job, role or subject, or to make an effort to attain a goal. Motivation results from the interaction of both conscious and unconscious factors such as the:(1) intensity of desire or need,(2) incentive or reward, value of the goal(3) expectations of the individual and of his or her peers.

These factors are the reasons one has for behaving a certain way.

WHAT IS MOTIVATION?

http://www.businessdictionary.com/definition/motivation.html#ixzz2Jt8L1Aq9Maslow's Hierarchy of Needs Theory

The Hierarchy of Needs theory developed by Ibrahim Maslow in 1943 is based on the view that the unfulfilled needs motivate the individuals.

It provides an understanding to why the needs of the individuals keep changing over time and the importance of identifying what each and every individual is after in terms of their needs.

Maslow identified five levels of needs:Self Actualization ( level 5 - highest level)Self Esteem ( level 4 )Social belonging & Love needs (level 3)Safety ( level 2)Physiology ( level 1)

Referenceshttp://www.supervisionandcoaching.com/pdf/Learning%20&%20Assessing%20Through%20Reflection.pdfhttp://www.aare.edu.au/98pap/van98115.htmShuell, T. (1986) Cognitive Conceptions of Learning Review of Educational Research 56: 411-436 http://www.jstor.org/pss/1170340http://www.vark-learn.com/english/index.asphttp://www.learning-styles-online.com/overview/http://www.percepsys.com/images/Percepsys_SIMSTUDIO.pdf