How Adults Learn Dorothee Spuhler (seecon international gmbh), Tuseko Sindano (Water and Sanitation Association of Zambia)

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Contents 1. Introduction to Learning 2. Learning Concepts and Styles 3. Practical Toolkit

What are the Differences in How Children and How Adults Learn? 1. Introduction to Learning What are the Differences in How Children and How Adults Learn? Brainstorming 5 min discussion with your neigbour Share with the whole group Source: http://-photos-images/1436R-361268 and www.superstock.com/stock [Accessed: 20.06.2012]

What Are the Differences in How Children and How Adults Learn? 1. Introduction to Learning What Are the Differences in How Children and How Adults Learn?

Definition of Learning 1. Introduction to Learning Definition of Learning Knowledge acquired by systematic study in any field of scholarly application. The act or process of acquiring knowledge or skill. The modification of behaviour through practice, training, or experience. Source: www.dictionary.com [Accessed: 20.06.2012]

Brainstorming 2. Learning Concepts and Styles How Do We Learn? People learn by... ?

2. Learning Concepts and Styles Brainstorming How Do We Learn?

2. Learning Concepts and Styles Methods of Learning People learn by... Attending lectures Reading/ Researching Hearing Seeing Feeling Doing/ Actively participating Teaching

How Do We Best Retain, What We Have Learnt? 2. Learning Concepts and Styles How Do We Best Retain, What We Have Learnt? Brainstorming

How Do We Best Retain, What We Have Learnt? 2. Learning Concepts and Styles How Do We Best Retain, What We Have Learnt?

Average Student Retention Rates 2. Learning Concepts and Styles Average Student Retention Rates Source: http://stephenslighthouse.com/2010/02/26/the-learning-pyramid/ [Accessed: 20.06.2012]

According to Research on Learning, Students... 2. Learning Concepts and Styles According to Research on Learning, Students... – e.g. learning needs assessment ...Build on prior knowledge ...Need effective structure ...Have to actively participate ...Should practise often/ Get constructive feedback ...Require multiple representations (e.g. Graphs, tables) ...Need to understand the way they learn – e.g. define objectives, learning targets, key learnings etc. – e.g. different teaching methods – e.g. ToTs, different types of “learners” Source: http://serc.carleton.edu/NAGTWorkshops/careerprep/teaching/learning.html [Accessed: 20.06.2012]

3. Students Have to actively participate 2. Learning Concepts and Styles 3. Students Have to actively participate Inquiry based learning: Source: http://serc.carleton.edu/NAGTWorkshops/careerprep/teaching/learning.html [Accessed: 16.01.2013]

4. Students Should Practise Often and Get Constructive Feedback 2. Learning Concepts and Styles 4. Students Should Practise Often and Get Constructive Feedback Basic Information-Processing Model of Human Cognition of Atkinson and Shiffrin (1968) Source: http://serc.carleton.edu/NAGTWorkshops/careerprep/teaching/learning.html#schemes [Accessed: 16.01.2013]

6. Students Need to Understand the Way they Learn 2. Learning Concepts and Styles 6. Students Need to Understand the Way they Learn One classification of learning styles: --> Source: http://linkup.tafesa.edu.au/learning_styles_evaluation.html [Accessed: 20.06.2012]

2. Learning Concepts and Styles Adventurous Learner ‘Do it my own way’ Ability to translate ideas into reality Independent, impulsive & innovative Thrive on challenge & change Strong-willed and avoid conforming Ambitious visions Leaders, not followers Source: http://linkup.tafesa.edu.au/learning_styles_evaluation.html [Accessed: 20.06.2012]

2. Learning Concepts and Styles Social Learner Enjoys sharing the journey with others Intuitive of people's feelings and well being Spontaneous random approach to things Skilled communicators Strong values and morals Seek personal meaning for their lives Guided by their heart rather than their head Source: http://linkup.tafesa.edu.au/learning_styles_evaluation.html [Accessed: 20.06.2012]

2. Learning Concepts and Styles Practical Learner Down to earth with a 'hands-on' approach Focus on things they can see, hear, touch etc Like to get the job done right and on time Like stability, structure and order Pursue perfection Predictable, dependable and reliable Interested in how things work Source: http://linkup.tafesa.edu.au/learning_styles_evaluation.html [Accessed: 20.06.2012]

2. Learning Concepts and Styles Conceptual Learner Intense thinkers seeking deep understanding Thinking is not limited by reality Systematic, logical and rational Seeks deep understanding Take time to research and reflect on things Very thorough Enjoys independent research Source: http://linkup.tafesa.edu.au/learning_styles_evaluation.html [Accessed: 20.06.2012]

What Type of Learner Are You? 2. Learning Concepts and Styles What Type of Learner Are You? Energiser Time: 5 minutes

A Different Classification of Learning Styles 2. Learning Concepts and Styles A Different Classification of Learning Styles 3 General Learning Styles: Visual (see) “Show me” Auditory (hear) “Tell me” Kinethetic (feel) “Let me do it”

Share Your Learning Experience: What Makes a Good Teacher? 2. Learning Concepts and Styles Share Your Learning Experience: What Makes a Good Teacher? Brainstorming Who was your best teacher? Why were they your best teacher, use key words to describe them? 5 min discussion with your neigbour Share with the whole group

Share Your Learning Experience 2. Learning Concepts and Styles Share Your Learning Experience What makes a good teacher? – some key words

3. Practical Toolkit Do’s and Don’ts Smile Keep eye contact Establish norms Dress smart & comfortable Tap wealth of wisdom Be enthusiastic Observe content, layout, presentation Use your body (arms, step forth and back) to bring a “melody” in what you are saying Turn your back to audience Speak in low tone Discourage Do all the talking Disrespect others opinions Be disorganised Speak fast

Reminder to Help you Designing Your Training 09/06/10 3. Practical Toolkit Reminder to Help you Designing Your Training The 4 A’s: Activity Structured learning exercise or activity that is used to introduce a topic. Should be brief, related to the topic, and enable the participants to participate in the learning process. Analysis or reflective feedback Builds on the previous activity. Questions are asked on what the participants gained or learned from the activity. Abstraction or integration Builds on analysis. Explanation of technical content related to the topic. Application or practical synthesis Builds on abstraction. Introduction to how the concepts can be applied in real life situations.

"Teachers open the door, but you must enter by yourself." 3. Practical Toolkit "Teachers open the door, but you must enter by yourself." - Chinese Proverb

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