Welcome! Training Module 1: Adult Learning Theory Presenter: Sharon L. M. Stone.

Welcome!Welcome!Training Module 1: Adult Learning Training Module 1: Adult Learning

TheoryTheory

Presenter: Sharon L. M. Stone

What are we talking What are we talking about?about?

EducationEducation TrainingTraining

What are we talking What are we talking about?about?

EducationEducation

eded·u·cate (ĕj´·u·cate (ĕj´әә-kāt´) -kāt´) vv. . To provide with formal To provide with formal schooling; to stimulate schooling; to stimulate or develop the mental or develop the mental or moral growth of.or moral growth of.

TrainingTraining

What are we talking What are we talking about?about?

EducationEducation

eded·u·cate (ĕj´·u·cate (ĕj´әә-kāt´) -kāt´) vv. . To provide with formal To provide with formal schooling; to stimulate schooling; to stimulate or develop the mental or develop the mental or moral growth of.or moral growth of.

TrainingTraining

train (trtrain (trān) ān) v.v. To make To make another become another become proficient in something proficient in something with specialized with specialized instruction and practice.instruction and practice.

What is the common What is the common thread?thread?

LearningLearning

What is the common What is the common thread?thread?

LearningLearning

learn (llearn (lûrn) ûrn) v.v. To gain knowledge, To gain knowledge, comprehension, or mastery of comprehension, or mastery of through experience or study.through experience or study.

Who is responsible?Who is responsible?

Teacher?Teacher?

Who is responsible?Who is responsible?

Teacher?Teacher?

Student?Student?

Who is responsible?Who is responsible?

Teacher?Teacher?

Student?Student?

Both!Both!

Who is responsible?Who is responsible?

TeacherTeacher

StudentStudent

BothBoth

enables

appropriates

accomplish

Enabling Learning forEnabling Learning for

Students of All TypesStudents of All Types

Course ObjectivesCourse ObjectivesBy the end of this presentation, you will be able By the end of this presentation, you will be able to:to: Describe how learning happens,Describe how learning happens, Explain the meaning of multiple intelligences,Explain the meaning of multiple intelligences, List the 4 major steps in curriculum design, List the 4 major steps in curriculum design,

andand Describe 3 learning activities and their merits Describe 3 learning activities and their merits

and/or limitationsand/or limitations

Four Things to Four Things to Understand about Understand about

LearningLearning

Mending Your Nets

Playing Your Aces

Charting the Course

Delivering the Package

In SummaryIn Summary

Learning is random and messyLearning is random and messy(Broken nets)(Broken nets)

Curriculum design must be orderlyCurriculum design must be orderly(SOAT)(SOAT)

Every learner has multiple intelligencesEvery learner has multiple intelligences(“How are you smart?”)(“How are you smart?”)

Effective learning activities support both the Effective learning activities support both the students and the objectivesstudents and the objectives

(Collaborative and student-centered)(Collaborative and student-centered)

Self-check QuizSelf-check QuizA.k.a. . . . Test!A.k.a. . . . Test!

Please take about Please take about twotwo minutes or so minutes or so to answer the handout questions to to answer the handout questions to the best of your ability. Good luck!the best of your ability. Good luck!

Test AnswersTest Answers

1.1. The process of learning is by natureThe process of learning is by natured. answers a & bd. answers a & b

2.2. The student learns best when information is The student learns best when information is presented in random fashion.presented in random fashion.

b. falseb. false

3.3. List the four steps in curriculum design.List the four steps in curriculum design.a. Surveysa. Surveys

b. Objectivesb. Objectives

c. Assessmentsc. Assessments

d. Tasksd. Tasks

Test AnswersTest Answers

4.4. What is the main idea behind the theory What is the main idea behind the theory of multiple intelligences?of multiple intelligences?

““How are you smart?”How are you smart?” Everyone is intelligentEveryone is intelligent

5.5. Complete the chart below with three Complete the chart below with three different learning activities:different learning activities:

DiscussionDiscussion MemorizationMemorization PresentationsPresentationsLectureLecture ScenariosScenarios Self-testsSelf-testsRole-playRole-play ReadingReading

Student FeedbackStudent Feedback

Which learning principles did you see at Which learning principles did you see at work in this presentation?work in this presentation? Lecture (icon, metaphor, anecdote)Lecture (icon, metaphor, anecdote) DiscussionDiscussion Memorization using memory aids (SOAT)Memorization using memory aids (SOAT) Self-testSelf-test Student-selected materialStudent-selected material AssociationAssociation

Mending Your Nets: How Mending Your Nets: How Learning HappensLearning Happens

The way we’d like it to happen:The way we’d like it to happen:

Mending Your Nets: How Mending Your Nets: How Learning HappensLearning Happens

The way we’d like it to happen:The way we’d like it to happen:

Mending Your Nets: How Mending Your Nets: How Learning HappensLearning Happens

The way it actually happens:The way it actually happens:

Mending Your Nets: How Mending Your Nets: How Learning HappensLearning Happens

The way it actually happens:The way it actually happens:

Mending Your Nets: How Mending Your Nets: How Learning HappensLearning Happens

The way it actually happens:The way it actually happens:

Mending Your Nets: How Mending Your Nets: How Learning HappensLearning Happens

The way it actually happens:The way it actually happens:

Mending Your Nets: How Mending Your Nets: How Learning HappensLearning Happens

The way we can close those gaps:The way we can close those gaps: Understand the random nature of learningUnderstand the random nature of learning Associate new information with known Associate new information with known

informationinformation Ensure student interest by demonstrating Ensure student interest by demonstrating

relevancerelevance Enable students to internalize informationEnable students to internalize information

Using itUsing it Testing itTesting it

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Charting the Course: Basics of Charting the Course: Basics of Curriculum DesignCurriculum Design

How do we get from here to there?How do we get from here to there?

““Begin with the end in mind.”Begin with the end in mind.”--Stephen R. Covey--Stephen R. Covey

The 7 Habits of Highly Successful PeopleThe 7 Habits of Highly Successful People

Charting the Course: Basics of Charting the Course: Basics of Curriculum DesignCurriculum Design

Step 1: Step 1: SurveysSurveysFind out what you have and what you Find out what you have and what you

seem to need.seem to need. Step 2: Step 2: Objective(s)Objective(s)

Decide what you want to accomplish.Decide what you want to accomplish. Step 3: Step 3: AssessmentsAssessments

Design some way to know that you’ve Design some way to know that you’ve succeeded.succeeded.

Step 4: Step 4: TasksTasksSelect activities to support desired Select activities to support desired

outcomes.outcomes.

Charting the Course: Basics of Charting the Course: Basics of Curriculum DesignCurriculum Design

Step 1: Step 1: SurveysSurveysFind out what you have and what you Find out what you have and what you

seem to need.seem to need. Step 2: Step 2: Objective(s)Objective(s)

Decide what you want to accomplish.Decide what you want to accomplish. Step 3: Step 3: AssessmentsAssessments

Design some way to know that you’ve Design some way to know that you’ve succeeded.succeeded.

Step 4: Step 4: TasksTasksSelect activities to support desired Select activities to support desired

outcomes.outcomes.

Students

Of

All

Types

Charting the Course: Basics of Charting the Course: Basics of Curriculum DesignCurriculum Design

Step 1: Step 1: SurveysSurveysFind out what you have and what you Find out what you have and what you

seem to need.seem to need. Step 2: Step 2: Objective(s)Objective(s)

Decide what you want to accomplish.Decide what you want to accomplish. Step 3: Step 3: AssessmentsAssessments

Design some way to know that you’ve Design some way to know that you’ve succeeded.succeeded.

Step 4: Step 4: TasksTasksSelect activities to support desired Select activities to support desired

outcomes.outcomes.

Students

Of

All

Types

S

O

A

T

SurveysSurveys

Objective(s)Objective(s)

AssessmentsAssessments

TasksTasks

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Playing Your Aces: Finding Playing Your Aces: Finding Student StrengthsStudent Strengths

Theory of Multiple Intelligences (Gardiner, 1983)Theory of Multiple Intelligences (Gardiner, 1983)

There are several types of intelligence areasThere are several types of intelligence areas

Every learner has strength in at least oneEvery learner has strength in at least one

It is the instructor’s job to find student strengthsIt is the instructor’s job to find student strengths

Curriculum must be multi-faceted to reach all Curriculum must be multi-faceted to reach all studentsstudents

Playing Your Aces: Finding Playing Your Aces: Finding Student StrengthsStudent Strengths

Types of IntelligencesTypes of Intelligences Verbal-LinguisticVerbal-Linguistic Math-LogicMath-Logic SpatialSpatial Bodily-KinestheticBodily-Kinesthetic MusicalMusical InterpersonalInterpersonal IntrapersonalIntrapersonal NaturalistNaturalist

Playing Your Aces: Finding Playing Your Aces: Finding Student StrengthsStudent Strengths

The Theory in a Nutshell:The Theory in a Nutshell:

Don’t ask, “How smart are you?”Don’t ask, “How smart are you?”

Instead, ask, “How are you smart?”Instead, ask, “How are you smart?”

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Delivering the Package: Selecting Delivering the Package: Selecting Effective Learning ActivitiesEffective Learning Activities

Some things to keep in mindSome things to keep in mind Activities are neutral, neither good nor badActivities are neutral, neither good nor bad Each activity must support objectivesEach activity must support objectives Each activity should reach as many learners Each activity should reach as many learners

as possibleas possible Choose learner-centered activities whenever Choose learner-centered activities whenever

possible. Remember, the students are the possible. Remember, the students are the stars of the show!stars of the show!

Delivering the Package: Selecting Delivering the Package: Selecting Effective Learning ActivitiesEffective Learning Activities

Teacher-centeredTeacher-centered Learner-centeredLearner-centered

LectureLectureIconIconMetaphorMetaphorAnecdoteAnecdote

DiscussionDiscussion

Reading/ResearchReading/Research

Presentation Presentation CreationCreation

Role-playRole-play

Memorization/ Memorization/ RecitationRecitation

ScenariosScenariosSelf-testsSelf-tests

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