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Theories of Adult Learning – An Overview John T. Beaver, MBA

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What is unique about adult learners? <ul><li>Adults have: </li></ul><ul><li>More life experience to build on </li></ul><ul><li>Competing responsibilities </li></ul>

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What is unique about adult learners? <ul><li>Adults generally are: </li></ul><ul><li>More resistant to new ideas </li></ul><ul><li>Autonomous </li></ul><ul><li>Self-directed </li></ul><ul><li>Goal oriented </li></ul><ul><li>Relevancy oriented </li></ul>

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Theories Covered <ul><li>Transformational Learning </li></ul><ul><li>Accelerated Learning </li></ul><ul><li>4MAT </li></ul><ul><li>Self Directed Learning </li></ul>

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Transformational Learning <ul><li>The intent of education for emancipatory action – or … perspective transformation …is the providing of the learner with: </li></ul><ul><li>an accurate in-depth understanding of his or her historical situation; </li></ul><ul><li>becoming critically aware of how and why the structure of psycho-cultural assumptions has come to constrain the way we see ourselves and our relationships, </li></ul><ul><li>reconstituting the structure to permit a more inclusive and discriminating integration of experience and acting upon these new understandings. </li></ul>

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In English, Transformation Learning is <ul><li>Looking at what is, and how it came to be </li></ul><ul><li>Looking at internal assumptions </li></ul><ul><li>Examining new information </li></ul><ul><li>Intentionally attempting to create behavioral changes in the learner, based on new knowledge. </li></ul>

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Goals of Transformational Learning <ul><li>Ideally, in transformative learning, learners are: </li></ul><ul><li>becoming more reflective and critical </li></ul><ul><li>being more open to the perspectives of others </li></ul><ul><li>being less defensive and more accepting of new ideas </li></ul>

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Transformational Learning Process An appraisal of oneself or self-scrutiny An exploration of ways to either explain discrepancies or to live with them The development of alternative perspectives or new ways of thinking and acting Occurrence of a trigger event that prompts inner discomfort and perplexity The integration of new perspectives into one’s life

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KEY for Transformational Learning The learner changes perspective and/or behavior as a result of the learning

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Accelerated Learning <ul><li>Accelerated Learning recognizes that each of us has an individual preferred way of learning that suits us best. </li></ul><ul><li>When you learn the techniques that exactly match your personal learning style, you will be learning in the way that is most natural for you. </li></ul><ul><li>Because it is natural, it is easier; because it is easier, it is faster. </li></ul>

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Accelerated Learning Assumptions <ul><li>Learning needs: </li></ul><ul><li>A positive learning environment </li></ul><ul><li>Total learner involvement </li></ul><ul><li>Collaboration among learners </li></ul><ul><li>Variety that appeals to all learning styles </li></ul><ul><li>Contextual learning </li></ul>

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Accelerated Learning Principles <ul><li>Learning involves the whole mind and body </li></ul><ul><li>Leaning is creation, not consumption </li></ul><ul><li>Collaboration aids learning </li></ul><ul><li>Learning takes place on many levels simultaneously </li></ul><ul><li>Learning comes from doing the work itself (with feedback) </li></ul><ul><li>Positive emotions greatly improve learning </li></ul><ul><li>The image brain absorbs information instantly and automatically </li></ul>

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Accelerated Learning Process <ul><li>M otivate the mind </li></ul><ul><li>A cquire information </li></ul><ul><li>S earch out meaning </li></ul><ul><li>T rigger the memory </li></ul><ul><li>E xhibit what is known </li></ul><ul><li>R eflect on what was learned </li></ul>

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The SAVI Approach <ul><li>Involve the learner through: </li></ul><ul><li>S omatic (physical) learning </li></ul><ul><ul><ul><li>Involve the body </li></ul></ul></ul><ul><li>A uditory learning </li></ul><ul><ul><ul><li>Let them hear and talk about it </li></ul></ul></ul><ul><li>V isual Learning </li></ul><ul><ul><ul><li>Let them visualize and picture it </li></ul></ul></ul><ul><li>I ntellectual learning </li></ul><ul><ul><ul><li>Let them process it </li></ul></ul></ul>

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KEY for Accelerated Learning The learner learns in the way he/she learns best

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<ul><li>Learners receive information on a continuum </li></ul><ul><li>Direct Experience -- Abstract Concept </li></ul><ul><li>Learners process information on a continuum </li></ul><ul><li>Active Experimentation -- Reflective Observation </li></ul><ul><li>The point of intersection of the two identifies the learner’s favorite way to learn. </li></ul>4MAT System

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4MAT System <ul><li>Learners also favor one side of the brain over another. </li></ul><ul><li>Left Brain Right Brain </li></ul><ul><li>logical creative </li></ul><ul><li>verbal spatial </li></ul><ul><li>analytical intuitive </li></ul>

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4MAT System - DiSC D ominance - relating to control, power and assertiveness I nfluence - relating to social situations and communication S teadiness - relating to patience, persistence, and thoughtfulness C ompliance - relating to structure and organization

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4MAT System <ul><li>The combination of the perception, processing and brain dominance creates eight diverse learning styles. </li></ul><ul><li>The 4MAT System uses a cyclical approach to teach around the circle in a variety of methods to reach each learner’s strong area, and allow stretching by experiences in the weaker, non-dominant arenas. </li></ul>

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KEY for 4MAT System Learning The learner changes perspective and/or behavior as a result of the learning

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Experiential Learning <ul><li>Learning is facilitated when: </li></ul><ul><li>the student participates completely in the learning process and has control over its nature and direction, </li></ul><ul><li>it is primarily based upon direct confrontation with practical, social, personal or research problems </li></ul><ul><li>self-evaluation is the principal method of assessing progress or success. </li></ul>

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Experiential Learning <ul><li>Teacher’s role </li></ul><ul><li>setting a positive climate for learning, </li></ul><ul><li>clarifying the purposes of the learner(s), </li></ul><ul><li>organizing and making available learning resources, </li></ul><ul><li>balancing intellectual and emotional components of learning, </li></ul><ul><li>sharing feelings and thoughts with learners but not dominating. </li></ul>

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Experiential Learning Concrete Experience Observation and Reflection Testing in New Situations Forming Abstract Concepts

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Experiential Learning Styles Concrete experience + active experimentation Accommodator Abstract conceptualization + reflective observation Assimilator Concrete experience + reflective observation Diverger Abstract conceptualization + active experimentation Converger Learning characteristic Learning style

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KEY for Experiential Learning Learning is problem solving. It is most effective when it is initiated by the learner, and facilitated by the teacher