HOW TO USE THIS DOCUMENT ABOUT THE INFORMATION SHEET: Information Sheet is a form of instruction sheet used to provide and transfer knowledge-based information needed to achieve learning outcomes. Information could be about new procedure, technique or technical data needed to do an assigned job. This sheet is prepared by the trainer if there are no resources available. It has three parts: 1.) Learning Objectives, 2.) Introduction or Overview, and 3.) Body or Text. Learning Objectives defines the expected aim as the result of instruction. Introduction or overview presents the general idea of the lesson and integrates previous, current and next learning content. Body or Text contains knowledge and skills needed to develop certain skills. GUIDELINES IN USING THIS FORM: • Information should be recent, precise, and suitable to the interest and reading level of the students. • Make the information sheet eye-catching and easy to read. The layout, illustration and reproduction should be clear and attractive in appearance. This sheet, commonly used in self-paced learning, should persuade trainees to read and comprehend the material. • Supplement words with illustration and diagram for clarity. • Material used should be usable and easy to file, and then have it punched for filing purposes. • Acknowledge the sources of information. Note on the sheet if much of the material is taken from it because doing this will prevent plagiarism (or use others’ idea without giving credit to the author). INFORMATION SHEET 1.1-1 Understanding Adult Learner’s Characteristics Learning Objective: After reading this INFORMATION SHEET, YOU MUST be able to: 1. Determine different characteristics of adult learner 2. Correlate the implication of each adult’s characteristics with the trainer and the learning process. Introduction: In this lesson, we will focus not only on adult learner’s characteristics but also on its implication with the trainer and the learning process. To produce quality technical-vocational education, we need to know first our learners – as they are the most essential component of teaching process. Knowing better the learners will enable the trainer to prepare session plan with ease, and to facilitate session that meets student’s learning needs. Part of being an effective educator involves understanding how adults learn best (Lieb, 1991). Who are our learners? Our learners are adults who are willing to be training to become competent in a specific job role. Therefore, as a trainer we must understand adult learners as a whole. Understanding adult learners and knowing adult education is known as Andragogy (Knowles).This theory is devised by Knowles and come up with six (6) characteristics of an adult learner, which are the following: • • • • • • Adults Adults Adults Adults Adults Adults are autonomous & self-directed. bring life experiences & knowledge to learning experiences. are goal-oriented. are relevancy-oriented. are practical. like to be respected. Adults are autonomous & self-directed. Adult learners want to be involved in the learning process. This characteristic proves that adult learners want to do things on their own at their pace on their preferred time and place, and expects the teacher to facilitate the Photo credits to Masterfulfacilitation.com group or class. Adults bring life experiences & knowledge to learning experiences. Experience is the best teacher, and it is with the experience where we learn best. As a trainer, encourage students to share their experiences and knowledge so that everybody will learn from it. Then recognize the expertise of each student to boost their confidence. Photo credits to Globalroom-biz.isabelevalle.com Adults are goal-oriented. Adults learners want to know first the objective or goal of the topic, and its applicability in their job roles. Photo credits to Newlotus.buddhistdoor.com Adults are relevancy-oriented. Adults are motivated and eager to learn the topics relevant to their job role. These students invest their time and effort to actively participate to session pertinent in the industry. Adults are practical. Adult learners take various roles in the community; thus, wanted to achieve their educational goal as quickly as possible without impending their roles. Photo credits to Clienteducationblog.wordpress.com Adults like to be respected. Adults take interest in studying to an environment where respect is established in the relationship. Here is a best scenario on how to apply this theory: The trainer enters a class consists of adult learners. They are all different in terms of age, educational background, gender etc., but they all have one thing in common - they are all adult learners. A trainer, on his conscious state, will then use strategies to meet the needs of adult learners. A best example of strategy especially in developing working with teams is the use of Situated Learning Experience (SLE). It would be a very good application of adult learning principles since they are given specific instruction to achieve and explore solution and course of actions to attain it. Photo credits to Ethanbscienceblog blogspot com Example is the creation of tallest tower using limited supply of materials. In this SLE, the goal is to make the highest tower. The devising of strategies and trying it out—gives adult learners autonomy and direct their own learning, and it also allows the students to bring in their previous experiences and knowledge. When participants are asked to give their insight on their SLE the experience, this allows learners to give respect to their classmates, as the application of insights becomes practical and self-motivating. Note that the methods and strategies we construct, consciously and unconsciously, should meet the needs of our adult learners, and will surely make an effective transfer of learning. Self-Check 1.1-1 Instructions: Essay Writing. Devise an activity or situation that meets the needs of the adult learners. Answer Key 1.1-1* A best example of strategy especially in developing working with teams is the use of Situated Learning Experience (SLE). It would be a very good application of adult learning principles since they are given specific instruction to achieve and explore solution and course of actions to attain it. Example is the creation of tallest tower using limited supply of materials. In this SLE, the goal is to make the highest tower. The devising of strategies and trying it out—gives adult learners autonomy and direct their own learning, and it also allows the students to bring in their previous experiences and knowledge. When participants are asked to give their insight on their SLE the experience, this allows learners to give respect to their classmates, as the application of insights becomes practical and self-motivating.