TEACHING WITH PRIMARY SOURCES
Level III Training
Section Two
ADULT LEARNING MODULE
TPS Workshop Objectives
Objectives:
• As a result of completing the Adult Learning Module, the learner will be
able to:
• Describe/discuss core concepts of adult learning theory and how they
apply to TPS professional development and coaching.
• Adapt and deliver an effective TPS presentation or activity applying adult
learning concepts.
• Evaluate the use of adult learning theory in TPS presentations and
professional development
TPS Program Module Agenda
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Program Schedule and Learning Agreements
Presentation on Characteristics of Adult Learners
Adult Learner Warm-Up Exercise
Adult Learning Considerations
Communication/Relationship Styles Examination
TPS Program Section Reflection
(
Adult Learning Principles
 Adults are self-directed learners
 Adults build on prior experience
 Adults want learning that is practical
 Adults want leaning to have immediate applicability
 Adults are internally motivated
 Adults need to know why they need to learn something
Adult Learning Theories
Pedagogical Theory
Theory Elements
Practical Applications
• Students learn what • Lecture
they are told.
• Students past
• Don’t ask the
experiences aren’t
students to contribute
needed to learn new
details of their own
materials.
experiences.
• Students are passive • Don’t engage
learners.
learners.
Adult Learning Theories
Andragogy Theory
Theory Elements
Practical Applications
Adults are not dependent learners; they are selfdirected.
Ask students for their opinions; involve them in
planning classes via needs assessments; and
diagnosis learner’s needs.
Connect class materials to students’ life
experiences.
Incorporate lesson introductions within class
materials that tell students the lesson’s purpose,
the benefits, why it is important to learn this
material, and the lesson objectives.
Adults come to class with lots of experiences.
Adults need to know why they are learning topics
before they learn them.
Adults enjoy solving problems. They like to learn
knowledge and skills to manage their life
experiences.
Offer adults intellectual puzzles, case studies,
games that require them to solve problems.
Generate materials that mirror real life.
Adults seek out educational opportunities to
enhance their competency levels.
Use instructional methods that are immediately
applicable to the learners’ jobs. For example, howto-guides, worksheets, flowcharts, etc.
Adults are internally motivated to learn.
Praise students, provide safe environments that
promote trust, and understanding.
Adult Learning Theories
Self-Directed Learning
Theory Elements
Practical Applications
Encourage learners to be self-directed.
Students initiate their learning and plan out their
curriculum, including the evaluation of their own
learning experiences.
Learner is the focus; teacher is the guide.
Foster transformational learning.
Promote emancipatory learning and social action.
Move learners into self-directed by implementing
four steps:
1.Low self-directed learners need teachers as
experts. Teacher set’s goals, develop, and
evaluate.
2.Moderate self-directed learners need teachers
as motivators. Students enjoy praise, structured
content, and exercises where teachers encourage
growth.
3.Intermediate self-directors are active learners
but want teachers to facilitate learning by
providing resources, methods, and shared
decision-making.
4.High self-directors want full responsibility for
their learning, direction, and evaluation.
Professional Development
Design Implications
Adult Learners Need:
 “Realistic’ goals and objectives
 Some control over learning
 Peer support during training
 To receive feedback
 To participate in small group activities
 To have experience acknowledged
 Follow-up coaching and support
FOUR MAJOR
COMMUNICATING STYLES
INTUITOR
THINKER
Conceiving, projecting,
future oriented
Analyzing, ordering,
fact oriented
FEELER
SENSOR
Relating and
responding to emotions
Relating and
responding to events
COMMUNICATING STYLES:
Training, Coaching and Mentoring
INTUITOR
THINKER
Conceiving, projecting,
future oriented
Analyzing, ordering,
fact oriented
FEELER
SENSOR
Relating and
responding to emotions
Relating and
responding to events
Each person has a primary and secondary style
Knowing yours and those you are training, coaching and mentoring facilitates learning
A balance of styles tends to enhance performance and problem-solving potential
COMMUNICATING STYLES
SAMPLE CHARACTERISTICS
STYLE CUES
SPREAD BETWEEN SCORES
A seven plus spread suggests a clearly greater reliance on the higher score style (e.g., 41
points for Intuitor as the primary style and 31 points for Thinker as the secondary style)
A relatively equal distribution of points indicates a lack of style preference - this can be for
a variety of reasons
STYLE SHIFTS UNDER STRESS
Note shift in either primary or secondary style. This can influence your own
behavior and perceptions and reactions of team-mates
Large increase in feeler and decline in thinker style with feeler becoming
second style. Person can shift from being seen as logical, controlled and
impersonal to being seen as more personalized and emotional in actions
Normal Conditions
Stress Conditions
TPS TTT Program Participants
Communication Styles Map: Normal Conditions
TPS TTT Program Participants
Communications Styles Map – Stress Conditions
TPS TTT Program Participants
Communication Styles Map: Normal Conditions
INTUITOR
THINKER
FEELER
SENSOR
(SL 4.22.g)
TPS TTT Program Participants
Communication Styles Map: Stress Conditions
INTUITOR
THINKER
FEELER
SENSOR
(SL 4.22.h)
Wrap-up/Reflection/
Program Evaluation/ Homework
• What did you like the most about the section?
• What did you like the least about the section?
• What was your most significant learning for the
section?
• Do you have any outstanding questions that you
would like addressed?
• Do you have any general observations that you
would like to share with the group?