10/09/20151 Adult Learning David Shackles

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3 Adults: According to Knowles: Like to direct themselves Use their experiences as a source of learning Usually know what their learning needs are Like to apply their knowledge and skills in their own setting

10/09/20154 So How do You Learn? Several models proposed: Race, 1993

10/09/ Why did you learn it?. 2.How did you learn it? 3.How do you know you do it well? w Think about something you have learned

10/09/20156 Hooks Feathers and Thread !

10/09/20157 Fly Tying 1.Why did Miles learn this? 2.How did he learn it? 3.How does he know he can do it well?

10/09/20158 Why do you do it? Motivated to do it Enjoy doing it Need to do it

10/09/20159 How Did You Learn it? By practice By doing it By trial and error By getting it wrong and learning from mistakes

10/09/ How do you know you do it well? Compliments Reaction of others Positive results or outcomes All of these are forms of Feedback

10/09/ Doing Is a key activity in learning Not many adults say they learned by being taught.

10/09/ Feedback Positive feelings are a crucial step to learning Absence of positive feedback or receipt of negative feedback can inhibit successful learning

10/09/ So how do you learn? The critical stage is Digesting A process of reflection on what has gone on Making sense of the learning experience Extract the fundamental principles from the background information Getting things in perspective Establish a sense of ownership of what has been learned, making it part of you

10/09/ Wanting Doing Feedback Digesting

10/09/ Kolbs Experiential Learning Cycle

10/09/ Brookfields Characteristics of Adult Learners 1.Not beginners but in a continuing process of growth 2.Bring with them a unique package of experiences and values 3.They come to education with intentions 4.They bring expectations about the learning process 5.They have competing interests (Life!) 6.They already have their set patterns of learning

10/09/ Adult education is therefore most productive when: The learners are engaged with the design of learning The learners are encouraged to be self directed The educator functions as a facilitator rather than didactic instructor Learning needs and styles are taken into account A climate conductive to learning is established Past experiences are used in the learning process Learning activities seem relevant to learners circumstances

10/09/ that is what learning is. You suddenly understand something you’ve understood all your life, but in a new way. Doris Lessing

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10/09/ Unconcious Incompetence (We dont know we dont know) 4 Unconcious Competence (We can do, but dont necessarily know how we do) 2 Concious Incompetence (We know what we dont know) 3 Concious Competence (Can do if know how to) Four Stages of Learning

10/09/ The Johari Window Known to SelfUnknown to Self Known to OthersOpen ArenaBlind Spots Unknown to OthersFacade Unknown (Hidden depths!)

10/09/ Perceived Needs are those in the two left boxes – Open Arena & Façade – although by definition the Façade is not shared with the Trainer. The façade is explored by disclosure from the Trainee Open Arena - by definition, doesn’t need exploring Blind Spots - explored by feedback Unperceived Needs are those in the two right boxes. The Blind Spots box contains the area that the Trainer traditionally helps the Trainee to see, by giving feedback. The Unknown box, however, gets opened up by joint exploration between Trainer and Learner. Façade - explored by disclosure Unknown - revealed by joint exploration

10/09/ When Things Go Wrong (The Learner is not Engaged ?) Henry Reed Lessons of The War (To Alan Michell) 1.Naming of Parts