Adult Learning Theories and Teaching Strategies Mary M. Mann School of Social Work

Goals Supervisor/Supervisee Development and Relationship Adult Learning Theories: Application and Teaching Strategies Generational Considerations and Learning Styles Listening to Students

Supervisors as Educators  Supervisors are educators  Knowing the skill – but how to teach it?  Play vital role in intern professional development  Prepare interns to practice their profession – the skills, knowledge and values - anywhere as opposed to how to “do the job” in a given agency

Identity Development: Supervisors Develop Professional Identity: Process Transition from frontline, direct practice to supervisory role: Challenges? Develop a balanced focus on self and others Acknowledgement of Power Differential Understand Supervisor Impact on Supervisee Awareness of personal issues, biases, and countertransference University of Central Florida

Identity Development: Supervisee Stages and Challenges Beginning to Develop a Professional Identity as a Social Worker Anxiety, Fear of the Unknown Transition from Classroom to Direct Practice Response Support, Encouragement. Clearly Defined Job Description Clearly Defined Roles Do Not Take Certain Skills for Granted Mutual Respect and Trust University of Central Florida

Adult Learning Theories University of Central Florida

Major Theories Knowles (1980) Andragogy: Established assumptions about how adults learn Mezirow (2000) Transformational Learning: Learning that changes the way individuals think about themselves and their world A shift in consciousness and understanding Importance of these theories for field supervisors

Adult Learning: Knowles Adults must first understand why they need to know something before they actually invest time in learning it Most adults have a semi to fully formed self-image and tend to become resentful when these images are not valued in a learning situation Adults need to feel as if their life experience is important as it helps them make connections between old and new knowledge

Adult Learning, cont’d Adults will generally prepare more for a learning situation Adults “want to learn to solve or address a particular problem, and are more satisfied with their learning if it relates to everyday experiences, is practical, or is current” (Draves, p. 11). Adults are generally more intrinsically motivated to learn than children Adults are in the learning situation by choice (usually), may not require the extrinsic motivational rewards that children do.

Adult Learning (Mezirow) Learning originates from a place of discomfort Transformative learning begins when the learner is made aware of a gap in their knowledge and an issue and thus begins the learning process. Learning is active, collaborative and learner- centered Encourages inquisitiveness and self-reflection Moves away from teaching and focuses more on facilitating knowledge

Things to Consider University of Central Florida

Student Demographics and Impact on Learning Changing demographic of traditional student: The era impacts the learning expectations, environment and relationship Today’s students are more diverse in age with a growing older adult population (25+) Approximately 23% of UCF students are above the age of 25 Boomers, Generation X and Millenials

Quiz 1.When you were 20, the method for delivering a message to someone was: a.Carrier pigeon b.Handwritten letter mailed with a stamp at the post office c. d.Text/Instant Message/Instagram/Twitter/FB/Etc

Does it Matter? Boomers: achievement/grade oriented, self- directed but need feedback/reassurance Generation X: flex time, lots of personalized feedback but don’t like micromanaging – as long as the job gets done, it’s not so important when or where – not traditional 9-5ers Millenials: not traditional 9-5ers, flex time, optimistic, work to live/don’t live to work, technologically saavy, multi-multi-taskers, immediacy, Google checkers; non-traditional learning methods.

Is there value in generational labels? Best use of generational labels is to consider that all students come to us with different expectations and comfort with the different approaches we may use We can use that understanding to design more inclusive learning experiences that help students of all ages learn better. Multiple learning methods: technology, plus group work, plus traditional didactic methods

Incorporating Multiple Ways of Knowing You retain 10% of what you see, 30-40% of what you see and hear, and 90% of what we see, hear and do Combination of Visual, Auditory, Kinesthetic Examples

Listening to Students University of Central Florida

Listening to Students Availability, Availability, Availability Don’t Assume I Know Challenge Me: I Can Do More Help Me Understand My Dual Role: Student and Budding Professional Give Me Constructive, Tangible Feedback Clear, Concise Expectations and Follow- Through Clearly Defined Purpose, Roles, Goals of Supervision/Supervisee Process Challenge Me Through Self-Evaluation: Journals Ask Me How I Learn Best University of Central Florida