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Adult Learning and
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Module 2 Slide 1
Module 2Adult Learning and Educational
Methodology
CAMPUS COMMUNITY
EMERGENCY RESPONSE TEAM
Train-the-Trainer
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Module 2 Slide 2
Overview
In order to present successful training programs,
particularly to diverse audiences with differenttraining needs, trainers need to be able to adapt
course material to accommodate various adult
learning styles.
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Module 2 Slide 3
Terminal Learning Objective:
Upon completion of this module,
participants will understand the keyprinciples and techniques for applyingAdult Learning Theory and EducationalMethodology to C-CERT training delivery.
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Module 2 Slide 4
Enabling Objectives Using the Conditions of Learning and the
key principles of Adult Learning theory,
participants will:
Identify the key principles of Adult Learning
Theory.
Recognize Gagnes five categories of learning. Apply the principles of Adult Learning Theory in
the teach-backs required in Modules 6 and 7.
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Individual Exercise
What is your learning style?
In Appendix A-3, using ConnersWhats Your Learning Style?
take five minutes to complete thequestionnaire.
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Adult Learning and
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Module 2 Slide 6
Visual Learners Draw pictures in
margins.
Look at the graphics.
Read text that
explains the graphics.
Envision the topic orplay a movie in your
mind.
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Adult Learning and
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Module 2 Slide 7
Auditory Learners Listen to the words
you read.
Try to develop aninternal conversation
between you and the
text.
Dont be embarrassed
to read aloud, or talk
through the
information.
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Adult Learning and
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Module 2 Slide 8
Tactile/Kinesthetic Learners Use a pencil or
highlighter to mark
passages. Take notes,
transferring
information.
Doodle whatevercomes to your mind.
Feel the words and
ideas.
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Adult Learning and
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Module 2 Slide 9
Group Activity 1 Move to your learning style
group.
Create a list of activities and
techniques you could use inyour teaching to address this
style.
After 10 minutes, be prepared
to share your results. You will receive a compiled
list to be added to your Tool
Box.
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Adult Learning and
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Module 2 Slide 10
Categories of Learning Gagnes theory stipulates
there are several different
types or levels oflearning; each requiringdifferent types ofinstruction. They include:
Verbal information
Intellectual skills Cognitive strategies
Motor skills
Attitudes
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Module 2 Slide 11
Nine Conditions to Successful
Learning
Gaining attention
Informingparticipants of
objectives
Retrieval
Presenting new
material
Providing learning
guidance
Eliciting performance
Providing feedback
Assessing
performance
Retention andtransfer
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Module 2 Slide 12
Cone of LearningLearners retain:
10% of what they read
20% of what they hear
30% of what they see
50% of what they see and
hear together
70% of what they say or
repeat
90% of what they say, while
doing what they are talking
about. (Hear, See, Say, Do,
Teach others)
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Module 2 Slide 13
Learning Retention
Hear it
See it Say it
Do it
Teach others
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Module 2 Slide 14
Tips Related to Adult Learning Establish a climate conducive to learning.
Design training to be approximately 1/3
presentation and 2/3 application and feedback.
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Module 2 Slide 15
Adult Learners Commit to learning when
the goals and objectives
are considered realisticand important.
Want to be the origin of
their own learning.
Need concreteexperiences to apply
learning in real work.
Need feedback.
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Module 2 Slide 16
Key Principles of Adult Learning Learners need to
know:
Why, what, how? Self-concept of the
learner:
Self directed and
autonomous.
Prior experience of the
learner:
Resources, mental
models.
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Key Principles (cont.) Readiness to learn:
Life related,
developmental tasks. Orientation to
learning:
Problem centered,
contextual.
Motivation to learn:
Internal, personal
payoff, intrinsic value.
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Module 2 Slide 18
Group Activity 2Working with your table group:
Identify some of the tips you might chooseto incorporate in your training.
Discuss the pros and cons of each
principle presented at your table. Select someone to present to the class at
least one principle discussed at your table.
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Module 2 Slide 19
Considerations For Adult Learners
Small group activities
provide learners anopportunity to share,
reflect and generalize
their learning
experiences.
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Module 2 Slide 20
Considerations for AdultLearners (cont.) Adult learners come
to learning with awide range of
previous:
Experiences
Knowledge
Self direction
Interests
Skills
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Preparing for Instruction
4-Step Method
Primary Steps:
Preparation
Presentation
ApplicationEvaluation
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Preparation - Instructor Know the topic and
your capabilities.
Determine the bestway to present the
information.
Demonstration,
Illustration, Lecture
Divide the lesson into
manageable parts.
Be on time.
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Preparation - Students Put the students at ease
Help them be part of the class
Explain unclear or complex information in detail
Motivate
Outline the Day
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Motivation Demonstrate enthusiasm
Require goodperformance
Promote achievementand success
Provide relevancy
Use positive
reinforcement Correct with sensitivity
and empathy
Encourage, Encourage,Encourage
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Preparing For Presentations Plan a 2:1 ratio of preparation to
presentation for new classes.
Research and plan presentations.
Rehearse presentations.
Dont confuse students by presenting toomany facts.
Check learning frequently.
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Application To develop student skills:
Ensure students have the opportunity toperform.
Check for understanding and skill application.
Give immediate feedback and evaluation.
Safety must be continuously stressed and
modeled by the instructor.
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Evaluation Takes place on two levels:
Informal
- Maintain eye contact with the students.- Ask brief questions to spot-check
learning.
Formal
- Use written assessments.
- Evaluate performance demonstrations.
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Module 2 Slide 28
Instructor Competencies A desire to teach
Mastery of teaching
technique Competence in the
subject
Ingenuity andcreativity
Ability to self evaluate
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Module 2 Slide 29
Good Instructor Qualities Set the tone of the
class
Demonstrateprofessionalism
Create a learning
environment
Assess class timing
Avoid obstacles to
effective learning
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Mistakes An Instructor MustAvoid
Do not pretend to know all the answers.
Information must be based on fact.
Do not promise to find an answer then fail
to do so.
If there is no exact answer, inform thestudents.
Ad lt L i d
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Module 2 Slide 31
Instructor Responsibilities There is no place in C-CERT for jokes,
comments or documents bearing on race,religion, gender, ethnicity or personalissues that would be of a hurtful nature toan individual.
These should never be tolerated in theclassroom by the instructor, or C-CERT,by a member.
Ad lt L i d
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Effective Trainer Behaviors Effective Trainers are:
Prepared
Energetic
Sensitive
A role model
Use humor Share leadership
Ad lt L i d
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Key Points For Adult Training
Must be relevant.
Should be of immediate use.
Most important resource in the training
is the student.
Must focus at all times on the learner.
Ad lt L i d
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Module 2 Slide 34
Summary Focus on real world
problems.
Relate learning toparticipants goal.
Allow debate andchallenge of ideas.
Encourage participants tobe resources to you and
to each other.