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Lesson 3

This document discusses the principles of adult learning that should be considered when planning and delivering training to adult learners. It outlines 8 core principles: (1) self-directed learning, (2) relevance, (3) learning by doing, (4) drawing from experience, (5) appealing to all senses, (6) practice, (7) personal development, and (8) involvement. These principles are based on characteristics of adult learners desiring learning that is relevant, task-oriented, participatory, varied, and builds on past experience. Integrating these principles into training design and delivery can help make instruction more effective for adult trainees.

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Tricia Ann A. Sodsod
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60 views

Lesson 3

This document discusses the principles of adult learning that should be considered when planning and delivering training to adult learners. It outlines 8 core principles: (1) self-directed learning, (2) relevance, (3) learning by doing, (4) drawing from experience, (5) appealing to all senses, (6) practice, (7) personal development, and (8) involvement. These principles are based on characteristics of adult learners desiring learning that is relevant, task-oriented, participatory, varied, and builds on past experience. Integrating these principles into training design and delivery can help make instruction more effective for adult trainees.

Uploaded by

Tricia Ann A. Sodsod
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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CONTENTS:

1. The Principles of Competency Based Training

2. Characteristics of CBT

3. Principles of Adult Learning

4. Delivery Plans

5. Learning Stations

6. The Training Activity Matrix


Learning Objective:

Enumerate and
Explain the principles
of adult learning
Trainees of TVET are generally adults. In

Principles of Adult planning and delivery of training therefore,


you should consider this principles so that

Learning appropriate activities and materials are


prepared and used during the delivery of
training.
The 8 Fundamental Principles Of
Adult Learning That Every Course
Creator & Training Professional
Should Know

As professionals in the training and education space, it is


essential that we understand the unique learning
requirements of our adult learners to ensure that our
training interventions are effective. The process of
engaging adult learners in a learning experience is
known as Andragogy. The term was originally used by
Alexander Kapp (a German educator) in 1833 but was
later developed into an adult education by the American
educator, Malcolm Knowles who arguably stands as one
of the most influential writers in this field. Knowles
distinguishes adult learning from the ‘pedagogical’
approach of child learning in a number of theoretical
ways.
In order for adults 1.Self-Directing

to learn
The first difference Knowles proposes is that adults
are autonomous and self directing, meaning that they

effectively, live under a large degree of self-governance and to


their own laws, beliefs and values.

training needs to They need to know the benefits, values and purposes

be designed in a
of a learning program. They need to know why they
are learning what they’re learning. If they cannot

way that meets


appreciate the purpose or value, they will be reluctant
to engage in the learning intervention.

the following core 2. Learn by doing

principles of adult Adults learn through direct experience; therefore,


their training and learning interventions must include

learning: active and practical participation and offer


implementable techniques and methodologies that
will immediately improve their every day lives.
In order for adults 3. Relevance

to learn The content of a training program must be meaningful and


relevant to the adult learners, their lives and their business.

effectively,
They have to very clearly see why and how this is important to
them personally and how it applies to their life.

training needs to The immediate use of the learning needs to be clearly


understood by the learner. If they can’t see how they

be designed in a
personally can apply the learning to their own life and roles, it
is suggested that motivation towards the training intervention

way that meets


will be significantly reduced.
4. Experience

the following core Adult learners need to be able to draw upon their past
experiences to aid their learning. Training needs to be
principles of adult contextualized to use language that they are familiar with. We
need to select case scenarios and examples that they can

learning: relate to, as well as refer to their direct past life, work and
social experiences to bring the meaning of the learning into
their world as they understand it.
In order for adults 5. All of the Senses

to learn Adult learners need multi-sensory learning and teaching


methodologies. We must ensure that our learning

effectively, interventions have appropriately proportioned delivery


techniques that meet the needs of audio, visual,
training needs to reading/writing, kinesthetic, dependent and independent
learning preferences.
be designed in a 6. Practice

way that meets Adult learners are often engaged in learning because a
problem needs to be solved. Practicing skills in a
the following core controlled environment allows them to grow self-efficacy in

principles of adult
new tasks that prepare them to act autonomously outside
of the learning environment. The more an adult learner

learning:
can practice new skills, competencies or the application of
knowledge, the more transformational impact the learning
intervention will have.
In order for adults 7. Personal Development

to learn
The intrinsic, personal desires and ambitions of an adult
learner need to be considered when planning and delivering
adult learning programs. As learners get older, their cause for
effectively, participation in learning programs often moves from external
drivers (such as getting a promotion), to internal drivers, like

training needs to
simply learning out of pure pleasure or interest in learning
something new.

be designed in a 8. Involvement
Effective adult learning programs have planned for learner

way that meets feedback and consultation. Adults need to feel as though they
have a sense of responsibility, control and decision-making

the following core


over their learning. They need to be involved in the planning,
evaluation and consultation of their own learning process to
be fully on board with its successful execution.
principles of adult In terms of education, this requires the flexibility of the
learning situation, the learning program and most importantly,
learning: the educator to actively involve the participant in a way that
allows them to have a degree of control over what they do, or,
in fact, how much they learn.
Key
Characteristics
of Adult learner
Adult learners desire that learning be:

•relevant;

•task-oriented;

•participatory (two-way communication);

•friendly (controlled stress, positive feedback);

•varied (demonstrations, case-studies, role play; not


just lectures); and
•built on past experience.
These •Learning is most productive when the student is ready to learn.
Although motivation is internal, it is up to the trainer to create a climate

characteristics
that will nurture motivation.

are based on
•Learning is most effective when it builds on what the student already
knows or has experienced.

the following •Learning is most effective when students are aware of what they need

eight to learn.

principles of •Learning is made easier by using a variety of training methods and


techniques.

adult learning •Opportunities to practice skills initially in controlled or simulated

(Sullivan et al situations (e.g., through role play or use of anatomic models) are
essential for skill acquisition and for development of skill competency

1995):
Repetition is necessary to
These become competent or
characteristics proficient in a skill.
are based on
the following The more realistic the learning
situation, the more effective the
eight learning.
principles of
adult learning To be effective, feedback
(Sullivan et al should be immediate, positive
1995): and nonjudgmental
Training delivery is based on different principles of
education and training. As a trainer, should have a
clear understanding of these principles and the
characteristics of your trainee so that you can
provide activities most appropriate to them.
Integrating these principles of education and
training should make your training more efficient
and most effective.
Reflection #3:
After viewing the presentation, answer the following questions in your OWN
words.
1. Discuss the following:
a. Adult learning
b. Adult learning principles
c. Significance of adult learning principles to competency based
training?
Please observe the proper format/template in your outputs and do not forget to
turn in your outputs on the designated classwork for the particular activity.
END OF
PRESENTATION

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