Teaching & Learning Flashcards
What does the Adult Learning Theory say about adult learners?:
(5 things about them and 4 corresponding things you should do)
Adult learners are:
- Independent and self-directed: instructor should engage in inquiry, decision making and analysis
- Have experience that can help them learn: plan active participation such as discussions and active problem-solving exercises
- Appreciate learning that incorporates their daily life: relate activities to their daily life
- Interested in immediate problem-centered approaches: life or work related situations more appropriate than theoretical ones
- Internally motivated
What are 3 reasons why adults learn?
- Goal-oriented: to reach specific objective; especially likely to seek learning at life transitions; learning is means to end
- Activity-oriented: to meet social needs; especially likely to seek learning at life transitions; learning is means to end
- Learning-oriented: intrinsic need for more knowledge
What are 5 Critical Elements you should do in Adult Teaching & Learning?
1. Connect new learning to prior knowledge and make it relevant to learner’s life
- Establish rapport, express sincere concern
- Set appropriate level of difficulty: challenging but not frustrating
- Facilitate but let learner direct process and be responsible for goals
- Define clear goals in conjunction with learner and show how activities will help them get there
What are 6 Sources of Motivation for adults (and what does this mean)?
- Social relationships: therapist could be part of a relationship with learner
- External expectations: use professional expertise to direct activities and learning; be the authority
- Social welfare: learners often motivated to return to work or hobbies
- Personal advancement: desire to reach higher status
- Escape or stimulation: may find exercise stimulating; may also desire to leave hospital
- Cognitive interest: wanting to understand reason things are done
Feedback and reinforcement: must be:
(2)
Specific and motivational
Some facts about Retention:
Retention is . . .
It is Directly related to amount of practice when first learned; emphasize application; distributed practice best
What is Transference?
Using learned task in a new situation
8 facts about Adults to consider with Curriculum Design:
- Adults may be slower with psychomotor tasks but may be more accurate
- They don’t like to make errors – self-esteem takes a hit
- New information may conflict with previous beliefs or knowledge
- Problem-oriented: primary motivation is being able to apply new information
- Like to be self-directed: engage in mutual inquiry
- Lectures and short seminars, especially face to face, usually desired
- Easily embarrassed in front of peers
- Therapist should try to ‘connect’ with the learner
5 facts about Assessment:
- Engage the learner in assessment
- Give them the opportunity to practice with as little interference as possible (but watch for safety)
- Even if learner says they are comfortable, therapist needs to verify actual performance
- Consider learner’s level of concentration: environment is important
- Practice remembering information immediately after it is processed helps with retention
Learning Preferences should Address all to meet all learners’ needs using these various modes:
(3 types of learning)
- Visual
- Auditory
- Kinesthetic
Knowles advised that teachers should: (5)
- Inform the learner why the info is important to learn
- Show how to self-direct through the information
- Relate the topic to the learner’s experience
- People will not learn until they are ready and motivated
- For adult learners – the teacher must help the learner overcome behaviors, beliefs, and inhibitions about the learning process.
What are Three categories for adult learners? LAG
Learning-oriented: perpetual students with an intrinsic need for more knowledge – will join groups, classes or organizations with the anticipation that experience will be education and personally rewarding
Activity-oriented: these learners select educational activities to accomplish social needs (support groups, SIG, self-help, academic interest)
Goal-oriented: engaged in education to accomplish clear and identifiable objectives (i.e., cont. ed)
What must Curriculum design, learning environment, and assessment be structured for? FLeRT
(4)
- Feedback and reinforcement,
- Learner motivation,
- Retention of info,
- Transference of knowledge
Pedagogy (3) vs Andragogy: The Learner (3)
Pedagogical:
- Learner is dependent on the instructor for learning
- Teacher/instructor assumes full responsibility for what is taught and how it is learned
- Teacher/instructor evaluates learning
Andragogical:
- Learner is selfdirected
- learner is responsible for his/her own learning
- Self-evaluation is characteristic of this approach
Pedagogy (2) vs Andragogy (4): Role of the learner’s experience
Pedagogical:
- Learner comes to the activity with little experience that could be tapped as a resource for learning.
- Experience of the instructor is most influential
Andragogical:
- Learner brings a greater volume and quality of experience
- Adults are rich resources for one another
- Different experiences assure diversity in groups of adults
- Experience becomes the source of self-identity
