Adults learning: changing behaviour Alastair McGowan Sept 2003

Adults learning teach people facts teach people how to do things CHANGE THEIR BEHAVIOUR

Cognitive taxonomy evaluate synthesize apply understand remember

Psychomotor taxonomy does shows how knows how knows is aware

Affective taxonomy act arrange attitude respond receive

Teaching experiences GOOD Clear goals hands on 1:2 or 1 relevant questions encouraged achievable reward built in unthreatening well presented NOT GOOD Wrong level irrelevant too long too demanding poor environment poor presentation wrong time or place

Five assumptions about adult learning Adults are independent and self directing they have accumulated much experience and knowledge already they value learning which integrates with their everyday life They are more interested in immediate problem centred approaches than in subject centred approaches they are more motivated to learn by internal drivers than by external ones

Self directed learning: associated traits methodical and disciplined logical and analytical collaborative and interdependent curious, open, creative, motivated persistent and responsible confident and competent at learning reflective and self aware Candy

Self efficacy A person’s judgement of their own ability to deal with a situation

Self efficacy Based on: performance attainment observation of others dealing with it verbal persuasion physiological state

Constructivism builds on existing knowledge / experience challenges existing understanding learner involvement in design allows time to consider new experiences

Reflective practice Professional practice: “wise judgement under conditions of considerable uncertainty” Erault 1994

Reflective practice Reflection in action deal with event Reflection on action learn from it ( from David Schon)

Reflective practice Reflective practitioners often: debrief seek feedback keep a logbook

Seven principles to guide teaching practice learner is an active contributor learning relates to real life problems learner’s current knowledge and experience taken into account learners self direct learners practice and get constructive feedback learners allowed time to reflect role models powerful

How adults learn: practical application attend lecture 5% reading 10% A-V 20% demonstration 30% discussion group 50% practice by doing 75% teaching others 80%

What’s the hardest bit? Teaching about the interpersonal domain: instilling self awareness making teams work

Requirements of good teaching (that can be taught) set clear objectives motivate (self and learners) make it experiential allow reflection feedback during process