10/09/20151 Adult Learning David Shackles. 10/09/20152

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Adult Learning

David Shackles

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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

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So How do You Learn?

• Several models proposed:• Race, 1993

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1. Why did you learn it?.

2. How did you learn it?

3. How do you know you do it well?

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Think about something you have learned

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Hooks Feathers and Thread !

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Fly Tying

1. Why did Miles learn this?2. How did he learn it?3. How does he know he can do it

well?

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Why do you do it?

• Motivated to do it• Enjoy doing it• Need to do it

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How Did You Learn it?

• By practice• By doing it• By trial and error• By getting it wrong and learning

from mistakes

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How do you know you do it well?

• Compliments• Reaction of others• Positive results or outcomes• All of these are forms of Feedback

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Doing

• Is a key activity in learning• Not many adults say they learned

by being taught.

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Feedback

• Positive feelings are a crucial step to learning

• Absence of positive feedback or receipt of negative feedback can inhibit successful learning

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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

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Wanting

Doing

Feedback

Digesting

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Kolbs Experiential Learning Cycle

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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

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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

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..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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Ronald (R.D.) Laing

1927 - 1981

Knots

There is something I don't know that I am supposed to know. I don't know what it is I don't know, and yet am supposed to know, and I f eel I look stupid if I seem both not to know it and not know what it is I don't know. Therefore I pretend I know it.

This is nerve-racking since I don't know what I must pretend to know. Therefore I pretend to know everything.

I f eel you know what I am supposed to know but you can't tell me what it is because you don't know that I don't know what it is. You may know what I don't know, but not that I don't know it, and I can't tell you. So you will have to tell me everything.

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1Unconcious

Incompetence(We dont know we dont know)

4Unconcious Competence

(We can do, but dont necessarily

know how we do)

2Concious

Incompetence(We know what we dont know)

3Concious

Competence(Can do if know

how to)

Four Stages of Learning

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The Johari Window

Known to Self Unknown to Self

Known to Others Open Arena Blind Spots

Unknown to Others Facade Unknown(Hidden depths!)

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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

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When Things Go Wrong(The Learner is not Engaged ?)

Henry Reed 1914-86

Lessons of The War (To Alan Michell)

1. Naming of Parts