A D U LT L E A R N I N G FA C I L I TAT I O N THE CRITICAL REFLECTIVE TEACHER Researches his/her teaching and students enough to know that methods and practices imported from outside rarely fit snugly into the contours of one’s classrooms THE CRITICAL REFLECTIVE EDUCATOR Is aware that difficult problems NEVER have standardised solutions WHAT WOULD A CRITICAL REFLECTIVE EDUCATOR DO? • Combine sources: reflect on others’ experiences, • students\ perceptions • Explore formal theory, • Draw from own experiences KNOWLEDGE OF THE FOLLOWING COULD BE USEFUL IN AN ADULT EDUCATION CONTEXT • Principles guide Adult Education • Characteristics of the adult learner • Adult learning styles AE PRINCIPLES THAT CAN ASSIST FACILITATORS • Think of the learners (who/what) in planning and implementing learning activities: Adult learners can help establish the program goals and objectives via the needs assessment, then continue their participation throughout the learning activity and into the evaluation phase. • Draw upon the learners' experiences as a resource: can be used as a foundation for learning new things but also, in adulthood, readiness to learn frequently stems from life tasks and problems. AE PRINCIPLES THAT CAN ASSIST FACILITATORS •Cultivate self-direction in learners: If adults have been accustomed to teacher-directed learning environments, they may not display self-direction in adult learning settings. Inservice training should be structured to nurture the development of self-directed, empowered individuals AE PRINCIPLES THAT CAN ASSIST FACILITATORS Create a climate that encourages and supports learning: The training environment should enhance trust, mutual respect, and learner self-esteem. This does not mean the environment is free of conflict. When conflict does occur, it will be handled in a way that challenges learners to acquire new perspectives in a supportive manner. AE PRINCIPLES THAT CAN ASSIST FACILITATORS • Foster a spirit of collaboration in the learning setting: Adult learning is a cooperative enterprise that respects and draws upon the knowledge that each person brings to the setting. The roles of trainers and learners can be interchangeable. Use small groups. Groups promote teamwork and encourage cooperation and collaboration. THE ADULT LEARNER • They learn most effectively when they have an inner motivation. • They will resist material forced on them, • They will learn only what they believe they need to learn. • Lessons must be relevant and have immediate effects. Adults want to see how lessons relate to authentic situations and real solutions to problems. • They learn better when past experiences are linked to new experience. • Most adults need to see how new material fits in with (or is different from) what they already know. • Adults appreciate immediate feedback concerning their progress. ADULT LEARNING STYLES • It refers to cognitive processing of information. • Learning style has been defined as an individual's characteristic method of responding to and processing learning events as he or she experiences them (Krahe, 1993, p. 17). • According to Kolb (1985), individuals develop learning styles that emphasize some learning abilities over others. individuals process, absorb and remember new information in different ways. • When materials are presented in a way that complements a learner's preferred style, that individual will learn more readily and is more likely to retain what is learned. MODELS OF LEARNING STYLES Auditory Visual Learning styles Hands-on Mixed AUDITORY LEARNERS • Auditory Learners learn by hearing the facilitator’s key points, and reinforces this learning by offering spoken feedback either to the facilitator or other learners. They tend to recall best what they have heard. – Be sensitive to declining hearing and related problems for some older learners. – Be prepared to help learners move closer to sound sources. – Use extra voice and media amplification. – Read material aloud where possible or feasible. VISUAL LEARNERS • Be sensitive to declining vision and related problems for some older • Visual Learners learn through seeing key points in the written word, or some other type of visual communication (films, charts, graphs, etc.). They tend to recall what they have read or seen. They take particular interest in role-playing or films of actual work that depict what they will have to do. learners. • Allow adequate time for adjustments when going from light to dark or vice versa, such as when showing a film. • Ensure that lots of light is available. • Reduce glare or direct sunlight. • Use high contrast on visuals and hand out materials HANDS-ON LEARNERS • learn through applying spoken or written theory into actual practice. They respond well to small group discussions that take theoretical learning into the practical state. Like the visual learner, they gain a great deal of insight from viewing role-plays or films of actual work experiences and they like to reinforce this learning by experimenting with it first hand. • A mixture of learning styles is the best way to capture the entire audience. Many in the audience will understand the concept or skill when they first hear it explained. A second group will not "get it" until visual information is added. The third and last group will not really integrate the learning until they get to practice its application. KOLB’S LEARNING STYLES Convergers Assimilators Divergers Accommodators • Convergers (samelopers) The converger acquires knowledge by thinking/analysing and then practically applying the new ideas and/or concepts. • Divergers The diverger acquires knowledge through intuition. Individuals with this preferred style of learning draw upon their imaginative aptitude and their ability to view complex situations from many perspectives • Assimilators The ability to create theoretical models and reason inductively is the assimilator's greatest strength. Assimilators learn by thinking and analyzing and then planning and reflecting. • Accommodators Unlike the assimilators, accommodators will discard the theory if the facts do not fit. Accommodators excel in situations where they must apply theories to specific circumstances ENDORF & MCNEFF’S LEARNING STYLES MODEL (1991) confident affective integrated Learner in transition Risk taker CONFIDENT – Pragmatic, introspective, and self-directed – Goal-Oriented – Possesses the ability to identify/meet own learning needs – Competes only with themselves, not their peers – Exhibits an interactive and experiential learning style – Prefers interaction and participation – Realizing personal goals is their top priority AFFECTIVE – Responds to the affective elements in learning – Likes the feeling and process of learning – Does not question the expertise of the instructor – Education is seen as an end to itself – Willingly cooperates in the learning environment LEARNER IN TRANSITION – Developing independence in thought is the top priority – Has difficulty establishing personal learning goals – Prefers interactive learning and discussion – Rejects the idea of being fed information INTEGRATED – Primarily interested in personal success – Prefers learning environments that are highly collaborative – Demands to be recognized as a meaningful contributor RISK TAKER – Enjoys new ventures and is eager to learn new concepts – Sufficiently self-confident REFLECT ON These are aspects that you, as an adult learner can relate to. What works/does not work for you as an adult learner? LEARNING CLIMATE FOR ADULT LEARNING • Adult learners seem to learn better if there is an atmosphere of mutual helpfulness and peer support. • Since most traditional AET learners are reluctant to take risks, the climate should be characterized by a sense of trust and acceptance. • Adult learners appreciate the invitation to express their views and are open to the views of others. • Adult learners bring clear expectations to the learning environment and expect instructors to accommodate these expectations.
