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.
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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 youve 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)

4 Unconcious Competence (We can do, but dont necessarily know how we do) 3 Concious Competence (Can do if know how to)

2 Concious Incompetence (We know what we 11/04/2013 dont know)

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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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Perceived Needs
are those in the two left boxes Open Arena & Faade although by definition the Faade is not shared with the Trainer. The faade is explored by disclosure from the Trainee Open Arena - by definition, doesnt need exploring Blind Spots - explored by feedback

Unperceived Needs are

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.

Faade - explored by disclosure

Unknown - revealed by joint exploration

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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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