Knowles’ 5 Assumptions Of Adult Learners
Visual
Vella's 7 Design Steps
Visual
Learner-Centered
Vella's 12 Principles for Effective Adult Learning Visual
Who?
Why?
When?
What?
What for?
How?
Where?
Consider number and profile of participants and who else may need to be there.
Consider why this course is important, why the participants need to learn the material and what the need is.
Consider the timing and length of the event.
Consider location.
Describe the content of the course; name the subject matter: what knowledge, skills, and attitudes will be taught?
The objectives: what participants will do with what they have learned.
Plan the tasks for the course.
Inductive Tasks - consider open question, grabber, or activity
Input Tasks - the presentation of the data
Implementation Tasks - active learning technique to apply new knowledge.
Needs Assessment
Safety
Immediacy
Sound Relationships
Assuming New Roles for Dialogue
Sequence and Reinforcement
Teamwork
Praxis
Engagement
Learners as Subjects of Their Own Learning
Accountability
Learning with Ideas, Feelings, and Actions
Discover what the group really needs to
learn, what they already know, what aspects of the course that we have designed really fit their
situations.
Create an inviting setting for learners.
Foster an open
communication process involving respect, safety, listening.
Program knowledge,
skills, and attitudes in an order that goes from simple to complex and from group-supported to
solo efforts.
Doing with built-in reflection, an ongoing beautiful dance of
inductive and deductive forms of learning.
The dialogue of learning is between subjects, not objects. Learners are not designed to
be used by others.
Equality?
conceptualize it, get a chance to feel it, and do something with it.
Experience the immediate usefulness of new
learning, what makes a difference now.
Whatever impedes dialogue must be courageously
addressed and eradicated. Whatever enables dialogue must be fearlessly nurtured and used.
Teams provide a quality of safety that is effective
and helpful.
Invite learners to put themselves into the
learning task ... into the delight of learning!
How do learners know they know?
What was proposed to be taught must be taught; what was meant to be learned must be learned;
the skills intended to be gained must be manifest in all the learners; the attitudes taught must be
manifest; the knowledge conveyed must be visible in learners' language and reasoning.
The student is at the center of learning. The student assumes the responsibility for learning while the instructor is responsible for facilitating the learning. Thus, the power in the classroom shifts to the student.
Self-concept
Adult Learner Experience
Readiness to Learn
Orientation to Learning
Motivation to Learn
As a person matures his/her self concept moves from one of being a dependent personality toward one of being a self-directed human being.
As a person matures he/she accumulates a growing reservoir of experience that becomes an increasing resource for learning.
As a person matures his/her readiness to learn becomes oriented increasingly to the developmental tasks of his/her social roles.
As a person matures the motivation to learn is internal.
As a person matures his/her time perspective changes from one of postponed application of knowledge to immediacy of application, and accordingly his/her orientation toward learning shifts from one of subject- centeredness to one of problem centeredness.
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