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Mastering Adult Learning Methods
Duration
1 Day
Course
VS-s2813
Available Formats
Classroom Training, Online Training
Course Description
Overview
Teaching adults necessitates different methods than those that are used for children. Adults have a wealth of experience when they enter the classroom and are motivated to learn. To maintain this motivation, educators must ensure that there is a connection between the learning objectives and activities, and the real life of the adult learner. Educators must provide opportunities for adult learners to use their aptitudes, abilities, and existing knowledge to engage in new, relevant learning experiences.The one-day course draws on andragogical best practices and hands-on experience with several learning methods (reflection, experiential, self-directed, project based, action learning) to give the educator a set of methodological tools for successful adult education. The course also emphasizes the importance of reflective practice to continually improve one’s education craft.
Objectives
This one-day workshop will help you teach participants how to:
- Compare and contrast the teaching of children (pedagogy) and adult learning (andragogy).
- Apply best practices in adult education within your own classroom.
- Explain the importance of reflection in adult learning.
- Develop and use self-reflection and group reflection within classroom activities to enhance learning.
- Explain the importance of experiential, self-directed, project based, and action learning in adult education.
- Develop and use experiential learning, self-directed, project based, and action learning classroom activities to enhance learning.
- Make use of reflective practice to continually improve one’s education craft.
Topics
Course Overview
- You will spend the first part of the day getting to know participants and discussing what will take place during the workshop. Students will also have an opportunity to identify their personal learning objectives.
- In this session, the difference between how adults and children learn is examined. Then best practices for adult education as explained by Malcolm Knowles are looked at – using previous experience to outline ways to address the basic principles of teaching adults.
- In this session various models of self and group reflection are introduced, and activities to practice reflection are completed.
- In this session experiential learning is explored by first looking at Kolb’s four stage model. Then we complete an experiential learning activity and reflect on the activity, the benefits of experiential learning and its applicability to our own classrooms.
- In this session current thought on self-directed learning will be examined, and how an instructor can provide structure to self-directed learning. Then a self-directed learning activity is completed, along with reflection on the activity, the benefits of self-directed learning and its applicability to classrooms.
- In this session the foundations of project-based learning are discussed, along with the typical steps to performing a project-based activity. Examples of projects that could be used in our classrooms are looked at. Then a project-based learning activity is completed, as well as reflection on the activity, the benefits of project-based learning and its applicability to classrooms.
- In this session Reg Revans’s action learning model is introduced, for learning from actions that are taken to solve problems. Components of action learning in the classroom are also outlined. Then a project-based learning activity is completed, and reflection on the activity takes place. The benefits of project-based learning and its applicability to classrooms is also explored.
- In this session participants complete a capstone activity that involves developing an activity using one of the learning methods covered during the course. Then they reflect on the activity and its applicability to their own classroom.
- In this session the concept of reflective practice as proposed by Donald Schon is introduced, along with the use of a reflection diary to capture reflections. Then using material collected in the pre-assignment, participants reflect on several events and actions taken from their own practice.
- At the end of the course, students will have an opportunity to ask questions and fill out an action plan.
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Self-Paced Training Info
Learn at your own pace with anytime, anywhere training
- Same in-demand topics as instructor-led public and private classes.
- Standalone learning or supplemental reinforcement.
- e-Learning content varies by course and technology.
- View the Self-Paced version of this outline and what is included in the SPVC course.
- Learn more about e-Learning
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