1. M.A.T.C.H. Professional Series: Module Four
Adult Learning Theory
Time allotted for slides 1-4: 10 minutes
Materials needed for this module (3 hours):
Flipchart paper
Markers
Brain Rules Handout
Plan 8.5 x 11 paper

2. M.A.T.C.H. Professional Series
Eleven 3-hour training modules
Goals:
Share and practice effective strategies
Gain new information, resources and tools
Enhance reflection
Develop a community of practice
Handout 1A: Series Outline
The modules are based on the M.A.T.C.H. knowledge and competencies and current evidence based research and practices. 
Review the bullet points on this slide with participants. Offer additional information regarding the purpose for the series by sharing the following:
Increase strategies and resources for mentoring, coaching, and consultation for MATCH professionals working in VT.
To enhance skills in self-awareness, flexible response, reflection and problem solving
To provide consistent content and skills based on the MATCH Knowledge and Competencies state-wide, while addressing regional and individual needs
Review Handout 1A with participants. 
MATCH Module 4 - slide handouts

3. MATCH Module 4 - slide handouts
Our Time Together
Working Together: Connection and Community
Inquiry and Sharing: Capacity Building
Learning
Exploring
Applying and Planning
Share with participants that each module will have consistent components, however, the flow may look different within each module (Some modules will have a learn section and follow with exploring, and then move into a new learning piece followed by exploring. Other modules may have one learning section followed by exploring and then move right into applying and planning). 
As you share the components with the participants, highlight which icon is associated with which component. 
Working Together: Connection and Community (circle with people)
Inquiry and Sharing: Capacity Building (question mark)
Learning (book)
Exploring (magnifying glasses)
Applying and Planning (pencil)
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4. MATCH Module 4 - slide handouts
Objectives for Today:
Identify adult learning principles
Understand the importance of an active learning process
Describe characteristics of adult learners
Share the bullet points with participants. 
MATCH Module 4 - slide handouts

5. Working Together: Connection and Community
Time allotted for this section: 20 minutes
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6. MATCH Module 4 - slide handouts
Shared Agreements
ENGAGE
Silence phones, please
Limit sidebars during whole group
Assume positive intent
Hold confidentiality
Take care of yourself
What else?
Review the slide with participants. Ask the group if there are ideas or requests they would like to ask of you and their colleagues to help make the environment conducive for sharing, understanding and learning from and with one another. Using chart paper, write down and capture their responses. 
Ask participants if there are other agreements to add; ask if everyone can agree to these. 
Facilitator Tip: Keep this piece of chart paper with agreements and bring to each session. You can change the slide to include additional participant agreements for the upcoming sessions. 
MATCH Module 4 - slide handouts

7. Reflection and Connection
When you have experienced support and help from another person, what made the difference?
The Three C’s:
Competence
Confidence
Capacity
Describe what made a difference using the three C’s as headings or areas. Small groups will discuss and note their responses on flipchart paper. Sharing with the larger group.
MATCH Module 4 - slide handouts

8. Inquiry and Sharing: Capacity Building
Time allotted for this section: 40 minutes
Let participants know you are moving into inquiry and sharing. Explain that for each module, there will be opportunity to share and discuss current happenings in their work, as well as ask questions and for feedback. 
Facilitator Note: The ways in which the group will experience inquiry and sharing within each module will differ. 
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9. Strategies for Engagement
Create small groups of 3-5 people
In your group, develop share current happenings and brainstorm strategies and questions you can use in your work for the following:
Getting to know your client
Discussing your work together
Determining the client’s goals
Determining the client’s expectations
Sharing your expectations
Discussing options and opportunities for learning together
Provide flipchart paper in markers. Each small group can share 1 example from each area.
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10. MATCH Module 4 - slide handouts
Learning
Time allotted for this section: 50 minutes
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11. MATCH Module 4 - slide handouts
Adult Learners
Autonomous and self-directed
Have lots of life experiences and knowledge
Goal-oriented
Relevancy-oriented
Practical
Need to be shown respect
Adult learners see themselves as self-directed human beings, or as growing in that direction. This means that adult learners want to feel independent or want to move from dependency to independence. MATCH professionals need to avoid making new clients feel dependent on them, and to help new clients move out of a dependent relationship.
Adult learners have many experiences that are resources for learning. This means adult learners want to draw on their own experiences for learning whenever possible.
Adult learners have goals and want to develop their ability to carry out their roles in society. This means adult learners want to be competent as workers, community members, parents, etc.
The adult learner has a present-oriented time perspective. This means adult learners want to learn what will help them now. . Adult learners are also problem-centered. This means adults want to focus on what they need to know to solve a specific problem.
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12. What Does This Mean in Practice?
Include the adult learner in the process
Include previous experiences and provide opportunities for new experience
Focus on the adult learner’s interests
Must be relevant to the immediate situation of the adult learner
Begin with the problem, not the solution
Review points on the slide
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13. Experience and Learning
“To children, experience is something that happens to them; to adults, their experience is who they are. The implication of this for adult education is that in any situation in which an adults’ experience is ignored or devalued, they perceive this as not rejecting just their experience, but rejecting them as persons.”
-Malcolm Knowles
Read quote
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14. MATCH Module 4 - slide handouts
Discussion
If adults define themselves by their experiences, how might this influence how they learn?
How might this emphasis on experiences influence how you interact with and support your clients?
Conduct a large group discussion using the questions on this slide and referring back to the quote on the previous slide
It’s not important that participants articulate what Knowles says but that they explore one of the primary principles of adult learning: The importance of using the experiences of adults in the training classroom. The knowledge they bring to training refers also to their past experiences.
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15. MATCH Module 4 - slide handouts
Preparing a Poem
Form small groups of 3-4 people
You will write a short poem
Use Adult Learning as your topic
Use the first letter of each individual’s name (in your group) as the starting letter for each line of your poem
Write down your poem and share with the larger group
Provide participants with blank white paper.
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16. MATCH Module 4 - slide handouts
Pyramid of Learning
10 %
READING
20%
HEARING
30%
SEEING
40%
HEARING & SEEING
Highlight the ways that people learn information.
DISCUSS WITH OTHERS
70%
90%
TALK/WRITE OR DO/APPLY
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17. MATCH Module 4 - slide handouts
3 Basic Learning Styles
Visual: Learning through watching, observing, and reading
Demonstrations, visual examples
Auditory: Learning through listening
Case discussions, lectures
Kinesthetic: Learning through doing, practicing, and touching
Role plays, practice techniques (i.e., blood draws)
As much as possible, try to use methods that engage different types of learners since you may not know how your client learns best. The more methods that you can incorporate into your teaching moments, the more likely you will cover material in a way that the client can grasp effectively.
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18. MATCH Module 4 - slide handouts
Domains of Learning
LEARNING
Psychomotor
Relates to the physical skills and/or performance of motor tasks, moving from observation to mastery of a skill.
Cognitive
Move from simple knowledge recall to more complex processes, like synthesis of information and evaluation.
Affective
Emphasizes feeling, tone, emotion, or degree of acceptance or rejection.
It is important to realize that learning is not simply acquiring facts—learners must feel that what they are doing is important, and must have the relevant skills to provide quality health care.
According to Bloom at the University of Chicago (1956), learning can be classified into three domains, or categories: cognitive, affective, and psychomotor. Each domain has subcategories that move from simple to more complex processes.
Some people may be more familiar with the categories “knowledge,” “attitudes,” and “practice,” which are similar to Bloom’s categories, but in Bloom’s system, knowledge is a subcategory within the cognitive domain.
It is less important to know the names of the domains than it is to understand them to engage clients in the different domains of learning, which will lead to more holistic and comprehensive training.
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19. Preparing a Poem: Continued
Move back into your small groups (group in which you wrote a short poem)
Next, create something else to go along with your poem, such as a melody, movement
Prepare directions for how you would like your poem to be performed by another group
Review points on the slide. Ask small groups to work on a next step for their poem.
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20. Brain Rules: John Medina
Exercise
Survival
Wiring
Attention
Short-term Memory
Long-term Memory
Sleep
Stress
Sensory Integration
Vision
Gender
Exploration
Provide handout, Brain Rules, to review with participants. Discuss ways these things apply to their role as a MATCH professional and supporting others’ learning.
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Tips
Capture attention by triggering emotion
Convey general ideas before details
Make sure examples are relevant
Teach complex information and processes in small segments
Repeat information at discrete intervals—repeat to remember; remember to repeat!
Review slide with participants.
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22. MATCH Module 4 - slide handouts
Exploring
Time allotted for this section: 35 minutes
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23. Preparing a Poem: Continued
Trade your poem and directions with another group
As a group, learn how to “perform” the poem and practice performing
Each group will take turns performing for the larger group
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24. MATCH Module 4 - slide handouts
Applying and Planning
Time allotted for this section: 35 minutes
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25. MATCH Module 4 - slide handouts
Action Planning
Choose one knowledge area from the Self- Assessment that you would like to focus on
Choose one of the standards, resources, or competencies from this knowledge area that you would like to focus on
Use the action planning form to write a goal and action steps to meet that goal
Facilitator Note: Encourage each participant to set a small, measurable goal that can be achieved within the next few weeks.
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26. MATCH Module 4 - slide handouts
Reflection
Share one thing from today that stands out to you
Share your goal
Time allotted for this section: 10 minutes
Depending on the size of the group, you may wish to reflect and share with partners, small groups, or whole group.
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27. MATCH Module 4 - slide handouts
“No man is wise enough
by himself”.
Plautus
Date, time and location of next module:
MATCH Module 4 - slide handouts