1. ADULT LEARNING Instructor Training Course COPYRIGHT © 2013 GEORGIA PUBLIC SAFETY TRAINING CENTER www.gpstc.org

2. 2 While developing and presenting instruction to adult learners, the public safety instructor will employ the factors, principles, and techniques that enhances adult learning, in accordance with the American Society for Training and Development (ASTD) Learning System. Terminal Performance Objective

3. 3 Enabling Objectives Determine your own learning style and describe the learner characteristics of all four styles of learners. Identify the laws of learning. Describe the principles of adult learning. Identify five factors an instructor must be aware of when training apprehensive adults.

4. 4 Enabling Objectives (contd) Describe the student factors which influence the adult learning process. Explain the instructor factors which influence the teaching process. Identify the six underlying principles of instructor/student contact.

5. 5 Learning Styles Making Training Learner Centered Who are the participants? What are their group and individual learning characteristics and needs? How will the participants’ unique learning characteristics be acknowledged and honored by the training activities? What do these participants need to learn to improve their job performance and how can they best learn what they need?

6. Brain Development (What is Learning)

7. 7 Model of Experiential Learning Perceiving + Processing = Learning Learning Styles (contd)

8. 8 Perceiving How we gather information Concrete experience Driving a car Completing math problems Building a house Abstract conceptualization Flying the space shuttle Managing your winnings in the Big Game lottery Daily life in Georgia in 1823 Learning Styles (contd)

9. 9 Perceiving – Taking in New Information: How We Approach Learning Concrete Experience (Connected knowing -Sensing Feeling) Abstract Conceptualization (Separate Knowing - Thinking) Where would these characters fit in: Big Bang- Sheldon vs. Penny?? Star Trek-Kirk Vs. Spock???

10. 10 Learning Styles (contd) Processing How we work with the new information Active experimentation Plug it in Power it up Try it out Reflective Observation Think about it Talk about it Read the manual

11. 11 Processing – Making the Information Ours: How We Work With The Learning Active Experimentation (Doing - Jumping Right In) Reflective Observation (Watching - Standing Back)

12. 12 Learning Style Inventory Exercise Directions: Not a test, it is a Self-Assessment Answer based on your unique perspective Follow written directions on LSI form

13. 13 Perceiving – Taking in New Information: How We Approach Learning Concrete Experience (Connected knowing-Sensing Feeling) Abstract Conceptualization (Separate Knowing – Thinking) Active Experimentation (Doing -Jumping Right In) Reflective Observation (Watching – Standing Back) Type Four Type One Type Three Type Two

14. 14 Learning Styles (contd) Four Styles of Learning Type One Prefers to perceive through concrete experience and to process through reflective observation. They check out their ideas and feelings through interaction with others. “Why do I need to learn this?

15. 15 Learning Styles (contd) Type Two This learner prefers to perceive through abstraction and to process reflectively. They devise their own theories by integrating their observations with what is already known. “What is it I need to know?”

16. 16 Learning Styles (contd) Type Three This learner begins by perceiving abstractly and then processes through active experimentation. They use their thinking to develop concepts that they can try out for themselves. “How will this work?”

17. 17 Type Four Prefers to take in information through concrete experience and to process through active experiment. Rely on an often acute intuition as primary focus of understanding. Want to check out information in light of their own experience. “What If?” By applying knowledge to the real world. Learning Styles (contd)

18. 18 Catering to the Four Styles of Learning Create a reason. Answer the question “Why?” Teach it to them. Answer the question “What?” Let them try it. Answer the question “How?” Let them teach it to themselves and others. Answer the questions “What if?”

19. 19 Laws of Learning Law of Readiness Physically and mentally ready to receive instruction Shift work Personal matters Instructors enthusiasm

20. 20 Laws of Learning (contd) Law of Exercise Student activity is essential for all learning Mind Body Repetition is extremely important for adult learners (essential elements: interest, meaning and goal) “Perfect practice makes perfect!”

21. 21 Laws of Learning (contd) Law of Effect Feeling of satisfaction Pleasantness Reward Use praise to motivate

22. 22 Law of Association New experiences to past experiences Examples Illustrations Analogies Laws of Learning (contd)

23. 23 Law of Recency Reviews Warm-ups Make-up exercises Practice Laws of Learning (contd)

24. 24 Law of Intensity Make training realistic Improved job performance Greater learning Laws of Learning (contd)

25. Review Laws of Learning ReadinessExerciseEffect AssociationRecencyIntensity

26. Principles of Adult Learning Start at the Students Level Of Understanding Emphasize and Support Teaching Points Create and Maintain Student Interest Provide for a Sense of Success Provide for Meaningful Participation Reinforce Learning 26

27. 27 Principles of Adult Learning Start at the Level of Student Understanding Examine course content Note students’ background Education Experience Organize material logically Easy to difficult Known to unknown General to specific

28. 28 Principles of Adult Learning (contd) Emphasize and Support Teaching Points Clearly worded objectives Sufficient time for student practice Use appropriate training aids Provide outline for taking notes Get Students actively involved Conduct reviews Teach in a step-by-step fashion

29. 29 Create and Maintain Student Interest Move out of the classroom Be positive and enthusiastic Arouse curiosity Use more than one instructor Principles of Adult Learning (contd)

30. 30 Provide for a sense of success Student should know level of achievement expected Organize in a logical sequence Ask questions and draw from students’ experiences Keep students informed of progress Principles of Adult Learning (contd)

31. 31 Provide Meaningful Participation Ask thought provoking questions In skills training ‑ have as many students working as possible Make sure students are performing correctly Principles of Adult Learning (contd)

32. 32 Reinforce Learning Use questions, problems, quizzes and written tests In skills training ‑ a performance test is required to demonstrate skills Principles of Adult Learning (contd)

33. 33 Apprehensive Adult Learners Directed to attend Poor performance = embarrassment Supervisors & co-workers present New ideas threaten the status quo Economic livelihood

34. Factors that affect the Adult Teaching/Learning Process Can be student or Instructor oriented 34 Experience Knowledge EducationPersonality Physical Condition Attitude

35. 35 Student Factors Attitude Bad attitude Shift work Other reasons Good attitude

36. 36 Student Factors (contd) Experience Take advantage of the adult student’s training related experience Value what they already know Relate life experiences to their learning

37. 37 Knowledge Shorter lesson assignments More time for complex issues Make it possible for knowledge to be gained Proper lighting Distraction-free environment Student Factors (contd)

38. 38 Education Compensate for a variety of educational backgrounds Student Factors (contd)

39. 39 Personality Adults have image of themselves as self ‑ directed, responsible, mature, and independent learners Because adult learners view themselves as competent, they tend to be more intolerant of mistakes in the training program Training should therefore be: Informal Friendly Mutual respect Clearly articulate expectations Student Factors (contd)

40. 40 Physical Condition Adults aren’t always in the best physical condition for a classroom environment Shift schedules Illnesses (own or family member) Stress Burnout General unhealthiness Assess health and condition prior to giving class Student Factors (contd)

41. 41 Attitude Negative The expert, not an expert Total control Positive Sincere and patient Enthusiastic Professional attitude Instructor Factors

42. 42 Experience Students may have more experience than you, take advantage of this! Control the use of war stories Instructor Factors (contd)

43. 43 Knowledge Admit when you don’t know, but refer the students to the appropriate source Be confident in knowledge and material Be well prepared Instructor Factors (contd)

44. 44 Education Don’t be overly impressed with your educational background; perform your training role professionally. Use terminology that students are familiar with. Instructor Factors (contd)

45. 45 Personality A little humor goes a long way Be politically correct / not offensive Be yourself Always be honest Instructor Factors (contd)

46. 46 Physical Condition Know your limits and do not exceed them! Instructor Factors (contd)

47. 47 Principles of Instructor/Student Contact Be patient Do not bluff Use words that students understand Do not use profanity or obscenity Do not use sarcasm or ridicule Do not talk down to the class

48. The secret in education lies in respecting the student. Ralph Waldo Emerson The secret in education lies in respecting the student. Ralph Waldo Emerson

49. 49 Enabling Objectives Determine your own learning style and describe the learner characteristics of all four styles of learners. Identify the laws of learning. Describe the principles of adult learning. Identify five factors an instructor must be aware of when training apprehensive adults.

50. 50 Enabling Objectives (contd) Describe the student factors which influence the adult learning process. Explain the instructor factors which influence the teaching process. Identify the six underlying principles of instructor/student contact.