Adult Learning
David Shackles
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Adults:
According to Knowles:
• Like to direct themselves
• Use their experiences as a source of
learning
• Usually know what their learning needs are
• Like to apply their knowledge and skills in
their own setting
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So How do You Learn?
• Several models proposed:
• Race, 1993
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Think about something you
have learned
1. Why did you learn it?.
2.
How did you learn it?
3.
How do you know you do it well?
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Hooks Feathers and Thread !
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Fly Tying
1. Why did Miles learn this?
2. How did he learn it?
3. How does he know he can do it
well?
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Why do you do it?
• Motivated to do it
• Enjoy doing it
• Need to do it
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How Did You Learn it?
•
•
•
•
By practice
By doing it
By trial and error
By getting it wrong and learning from
mistakes
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How do you know you do it well?
•
•
•
•
Compliments
Reaction of others
Positive results or outcomes
All of these are forms of Feedback
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Doing
• Is a key activity in learning
• Not many adults say they learned by
being taught.
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Feedback
• Positive feelings are a crucial step to
learning
• Absence of positive feedback or
receipt of negative feedback can
inhibit successful learning
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So how do you learn?
The critical stage is Digesting
• A process of reflection on what has gone on
• Making sense of the learning experience
• Extract the fundamental principles from the
background information
• Getting things in perspective
• Establish a sense of ownership of what has
been learned, making it part of you
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Digesting
Feedback
Doing
Wanting
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Kolbs Experiential Learning Cycle
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Brookfields Characteristics of Adult
Learners
1. Not beginners but in a continuing process
of growth
2. Bring with them a unique package of
experiences and values
3. They come to education with intentions
4. They bring expectations about the
learning process
5. They have competing interests (Life!)
6. They already have their set patterns of
learning
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Adult education is therefore most
productive when:
• The learners are engaged with the design
of learning
• The learners are encouraged to be self
directed
• The educator functions as a facilitator rather
than didactic instructor
• Learning needs and styles are taken into
account
• A climate conductive to learning is
established
• Past experiences are used in the learning
process
• Learning activities seem relevant to learners
circumstances
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..that is what learning is. You suddenly
understand something you’ve
understood all your life, but in a new
way.
Doris Lessing
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Ronald (R.D.) Laing
1927 - 1981
Knots
There is something I don't know
that I am supposed to know.
I don't know what it is I don't know,
and yet am supposed to know,
and I feel I look stupid
if I seem both not to know it
and not know what it is I don't know.
Therefore I pretend I know it.
This is nerve-racking
since I don't know what I must pretend to know.
Therefore I pretend to know everything.
I feel you know what I am supposed to know
but you can't tell me what it is
because you don't know that I don't know what it is.
You may know what I don't know, but not
that I don't know it,
and I can't tell you. So you will have to tell me everything.
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Four Stages of Learning
1
Unconcious
Incompetence
(We dont know we
dont know)
2
Concious
Incompetence
(We know what we
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dont know)
4
Unconcious
Competence
(We can do, but
dont necessarily
know how we do)
3
Concious
Competence
(Can do if know
how to)
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The Johari
Window
Known to Self
Unknown to Self
Known to Others
Open Arena
Blind Spots
Unknown to Others
Facade
Unknown
(Hidden depths!)
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Unperceived Needs are
Perceived Needs
are those in the two left
boxes – Open Arena &
Façade – although by
definition the Façade is
not shared with the
Trainer. The façade is
explored by disclosure
from the Trainee
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Open Arena
- by definition,
doesn’t need
exploring
Blind Spots
- explored by
feedback
Façade
- explored by
disclosure
Unknown
- revealed by
joint exploration
those in the two right boxes.
The Blind Spots box contains
the area that the Trainer
traditionally helps the Trainee
to see, by giving feedback.
The Unknown box, however,
gets opened up by joint
exploration between Trainer
and Learner.
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When Things Go Wrong
(The Learner is not Engaged ?)
Henry Reed 1914-86
Lessons of The War
(To Alan Michell)
1. Naming of Parts
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