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Teaching Skills-Working With Adult Learners Citizen Lake Monitoring Network Citizen Based Monitoring Conference October 2005.

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Presentation on theme: "Teaching Skills-Working With Adult Learners Citizen Lake Monitoring Network Citizen Based Monitoring Conference October 2005."— Presentation transcript:

1 Teaching Skills-Working With Adult Learners Citizen Lake Monitoring Network Citizen Based Monitoring Conference October 2005

2 Tell us about a time when you were learning a new skill and then abandoned it.

3 What is Learning Increasing knowledge Gaining information Communications Acquiring knowledge for practical use Understanding abstracting meaning A process that allows us to understand

4 “The World is Meaningless and Empty” Humans are Meaning Makers

5 Learning vs Memory Learning gaining knowledge Memory storing, retrieving Our brain builds and strengthens pathways constantly Marcia Conner 1995, Learning the Critical Technology

6 Adults vs Youth As a youth we learn by building cell assemblies As an adult we make new arrangements of cell assemblies, increasing knowledge Learning and unlearning Marcia Conner 1995, Learning the Critical Technology

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8 Can you Dance?

9 Adults vs Youth When we were young we were more open to new thinking When we were young we had confidence and were invincible When we were young we were not programmed with cultural norms As adults we have responsibilities to balance against the requirements of learning As adults we have learned to care what the neighbors think As adults we have learned the sting of embarrassment As adults we may see barriers against participating ( time, money, confidence, scheduling, caring for others, health) Marcia Conner 1995, Learning the Critical Technology

10 Find the Man 30 sec highly developed 1 minute normal 2 minutes below normal

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12 Learning The brain resists meaningless stimuli Bla, Bla Bla Bla Our brains can be tricked We often do not see the world as others do

13 FINISHED FILES ARE THE RE- SULT OF YEARS OF SCIENTIF- IC STUDY COMBINED WITH THE EXPERIENCE OF MANY YEARS You Have 20 Seconds How many F’s do you count

14 FINISHED FILES ARE THE RE- SULT OF YEARS OF SCIENTIF- IC STUDY COMBINED WITH THE EXPERIENCE OF MANY YEARS 6 How many F’s do you count

15 We like the familiar and are often uncomfortable with change but… the brain searches for and responds to Novelty

16 What Motivates the Adult Learner Social relationships (make new friends) External expectations (to comply, to fulfill expectations) Social Welfare (to serve fellow citizens). Personal Advancement (status, better job) Stimulation (to escape boredom) Joy of Learning (seeking knowledge ) Stephen Lieb, Arizona Dept of Health Services VISION Fall 1991

17 Relating to the Learner Be appreciative they are joining us in a larger effort Relate to personal interest and goals, understand their attitudes (ask why did you volunteer to do this?) Be patient… They are acquiring knowledge for practical use. Encourage the learner and relate to their needs Respect the learners...listen to what they say,even if you don’t agree Help the learner connect the new information with their existing knowledge.

18 Communications Styles Direct Boasting Rare Apology Teasing Criticism Appears Confident Ritual Fighting Interrupting Finishing Sentences Indirect Humble Ritual Apology Sincere Praise Asks Questions Thanking Ritual Smoothing Listening

19 Talking and Teaching Non Verbal communication (turn down TV and listen… 60% facial 25% tonal) Responsive listening Effective speaking voice (volume, speed, inflection, repeat questions) Logistics & making your audience comfortable Coping with nervousness Different audience view points (beware that everyone may not agree with you) M Lesmeister W. Gleason UWEX Up Front with Groups

20 Reasons for Inattentive Listening Pre occupied Task loading, multi tasking Thinking ahead (routines) Uncommitted to listening Untrained in listening skills A lack of understanding of the subject Detachment (issue far away)

21 Listening Skills Assuring Awareness Paraphrasing Repeating Acknowledging emotions Acknowledging meaning Summarizing major points

22 Why Adults Learn Because it is fun To feel they are contributing to their community To meet new people Hoping to solve a problem or live up to a responsibility Improve abilities to accomplish something Experienced some need To gain competency and independence Adults as Learns, Cross, 1988

23 About Adults Learners Are pragmatic… they bring more and expect more Self directed Maybe skeptical of new information Accept responsibility for their own learning

24 Learning Styles Patterns of behavior How we prefer to obtain information There are many test to determine learning styles (Myers-Briggs, DISC Intra, Dunn & Dunn, Kolbs, Howard Gardner) Just be aware that people learn in different ways

25 Elements of Learning… Motivation ( set feeling, concern, difficulty) Reinforcement ( Positive, negative, change behavior) Retention (must see meaning and purpose) Transference (ability to use the information)

26 Blue Print for Learning… Find out what learners already know Have clear directions on how to perform the protocol Provide a relaxed atmosphere to learn in. Present precise information Design a logical sequence of skills and knowledge development Ensure equipment and support is accessible Move from delivering knowledge to learner controlled instruction UW National Extension Water Outreach Education

27 Adult Learning Characteristics Strategies Years of experience & knowledge Established values, opinions & beliefs Expect to be treated like adults Need to feel self directed Association of Research Libraries, Wash, DC Use as a resource, use open ended questions Clarify expectations permit debate & challenge of ideas Treat questions & comments with respect Engage in designing the learning process (how would you like to do this?)

28 Adult Learning Characteristics Strategies Thinks of the Problem Get to the point, straight forward how to it Numerous learning styles Association of Research Libraries, Wash, DC Show quickly how new information can be used Concentrate on application rather than theory Take into consideration, style, time, types, & pace

29 Seven Step Training Process… Develop a learning atmosphere… learn what they want from the experience Tell them what they will be learning Demonstrate the techniques Discuss the process Check their understanding Practice, practice, practice Follow up and support

30 Learning on the Lake Practice techniques on land first Know your limits (what physical aliments do the learners deal with) Watch the weather (stay off the lake in storms, high wind) Dress properly (hot, cold, cold water) Students comfort first ( look into sun, speak up, repeat questions) Can you hear me? (wind, repeat questions) Watch the sun (sunscreen, hats,long sleeves) Practice safe boating (make sure you have a stable platform, wear a life vest)

31 Citizen Monitoring Network why the training works The student is motivated It increases knowledge The training is learner centered It quickly gets at new information It tackles a known important issue It provides practice and educational support It is practical not abstract The topic is focused It is hands on The work has high value at state & community levels UW National Extension Water Outreach Education

32 Come to Our School Life Long Learning Never Ends


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