Adult Learning Theories and Teaching Strategies Mary M. Mann School of Social Work.

Adult Learning Theories and Teaching Strategies

Mary M. Mann

School of Social Work

Goals

Supervisor/Supervisee Development and Relationship

Adult Learning Theories: Application and Teaching Strategies

Generational Considerations and Learning Styles

Listening to Students

Supervisors as Educators

Supervisors are educators Knowing the skill – but how to teach it?

Play vital role in intern professional development

Prepare interns to practice their profession – the skills, knowledge and values - anywhere as opposed to how to “do the job” in a given agency

Identity Development: Supervisors

Develop Professional Identity: ProcessTransition from frontline, direct practice to

supervisory role: Challenges?Develop a balanced focus on self and othersAcknowledgement of Power DifferentialUnderstand Supervisor Impact on SuperviseeAwareness of personal issues, biases, and

countertransference

University of Central Florida

Identity Development: Supervisee

Stages and Challenges

Beginning to Develop a Professional Identity as a Social Worker

Anxiety, Fear of the Unknown

Transition from Classroom to Direct Practice

ResponseSupport,

Encouragement. Clearly Defined Job

DescriptionClearly Defined RolesDo Not Take Certain

Skills for GrantedMutual Respect and

Trust

University of Central Florida

Adult Learning Theories

University of Central Florida

Major Theories

Knowles (1980) Andragogy:

• Established assumptions about how adults learn

Mezirow (2000) Transformational Learning:

• Learning that changes the way individuals think about themselves and their world

• A shift in consciousness and understanding

Importance of these theories for field supervisors

Adult Learning: Knowles

•Adults must first understand why they need to know something before they actually invest time in learning it

•Most adults have a semi to fully formed self-image and tend to become resentful when these images are not valued in a learning situation

•Adults need to feel as if their life experience is important as it helps them make connections between old and new knowledge

Adult Learning, cont’d•Adults will generally prepare more for a learning situation

•Adults “want to learn to solve or address a particular problem, and are more satisfied with their learning if it relates to everyday experiences, is practical, or is current” (Draves, p. 11).

• Adults are generally more intrinsically motivated to learn than children

•Adults are in the learning situation by choice (usually), may not require the extrinsic motivational rewards that children do.

Adult Learning (Mezirow)

• Learning originates from a place of discomfort

• Transformative learning begins when the learner is made aware of a gap in their knowledge and an issue and thus begins the learning process.

• Learning is active, collaborative and learner-centered

• Encourages inquisitiveness and self-reflection

• Moves away from teaching and focuses more on facilitating knowledge

Things to Consider

University of Central Florida

Student Demographics and Impact on Learning

•Changing demographic of traditional student: 18-22.

•The era impacts the learning expectations, environment and relationship

•Today’s students are more diverse in age with a growing older adult population (25+)

•Approximately 23% of UCF students are above the age of 25

•Boomers, Generation X and Millenials

Quiz

1.When you were 20, the method for delivering a message to someone was:

a.Carrier pigeonb.Handwritten letter mailed with a stamp at the post officec.Emaild.Text/Instant Message/Instagram/Twitter/FB/Etc

Does it Matter?

•Boomers: achievement/grade oriented, self-directed but need feedback/reassurance •Generation X: flex time, lots of personalized feedback but don’t like micromanaging – as long as the job gets done, it’s not so important when or where – not traditional 9-5ers

•Millenials: not traditional 9-5ers, flex time, optimistic, work to live/don’t live to work, technologically saavy, multi-multi-taskers, immediacy, Google checkers; non-traditional learning methods.

Is there value in generational labels?

Best use of generational labels is to consider that all students come to us with different expectations and comfort with the different approaches we may use

We can use that understanding to design more inclusive learning experiences that help students of all ages learn better.

Multiple learning methods: technology, plus group work, plus traditional didactic methods

Incorporating Multiple Ways of Knowing

You retain 10% of what you see, 30-40% of what you see and hear, and 90% of what we see, hear and do

Combination of Visual, Auditory, Kinesthetic

Examples

Listening to Students

University of Central Florida

Listening to Students

Availability, Availability, AvailabilityDon’t Assume I KnowChallenge Me: I Can Do MoreHelp Me Understand My Dual Role: Student and

Budding ProfessionalGive Me Constructive, Tangible FeedbackClear, Concise Expectations and Follow-

ThroughClearly Defined Purpose, Roles, Goals of

Supervision/Supervisee ProcessChallenge Me Through Self-Evaluation:

JournalsAsk Me How I Learn Best

University of Central Florida