How Many Times Can 5 Go Into 255 In Math How to Engage Adult Learners – Six Steps to Adult Learning Success

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How to Engage Adult Learners – Six Steps to Adult Learning Success

The Chinese philosopher Lao Tzu offers a short but eloquent prescription for adult learning:

Tell me, I can hear.

Show me, maybe I’ll remember.

Get me involved, I will.

If we want adults to feel involved in order for learning to happen, there are six steps in training design that will achieve the necessary level of involvement and set them up for success:

1. Treat them with respect.

Many adults feel vulnerable in the classroom, due to: past unsuccessful learning experiences, worry about appearing foolish in front of others, or discomfort with the unfamiliar role of the student.

§ Validate and address their concerns.

§ Assess their knowledge and experience.

§ Dignify all learning styles.

§ Use a variety of learning activities and training aids to meet the needs of different learning styles.

Implementation tips: Ask them questions instead of telling them answers they already have. Also keep in mind that different learning styles respond best to different learning activities. For example, print learners learn best through reading or writing, while interactive learners learn best through discussion.

2. Make the content meaningful.

Adults tend to learn what they consider of benefit and importance.

§ Adapt the content to your needs.

§ Help them discover how the content will benefit them.

§ Teach practical skills of immediate application.

Implementation tips: Include a benefit question or activity at the beginning of the lesson that allows them to consider and articulate why the learning is important to them. This will increase the likelihood of “buying” into the formation. Keep content and learning activities focused on real-life application rather than theory.

3. Build on what they already know.

Adults’ learning and retention increases when new ideas build on information or skills they already possess.

§ Based on their previous learning and experience.

§ Explain concepts with familiar examples.

§ Facilitate positive transference and disconnect negative transference.

Implementation tips: Building on any previous learning or experience that provides a firm foundation for new learning (positive transfer). For example, when teaching a new policy, reminding them that they received strong support during a previous policy change will make them more receptive now. However, if their previous experience with policy changes was negative (negative transfer), show how this new change will be handled differently and more constructively.

4. Follow the blogs of learning.

Most adults feel most comfortable in a learning situation when they have the prior knowledge and skills.

§ Teach at the desired learning level.

§ Use learning activities appropriate to learning levels.

§ Always check for understanding.

Implementation tips: Bloom’s taxonomy identifies six progressive levels of learning: knowledge, understanding, application, analysis, evaluation, and creation. Some learning activities are better suited to different learning levels. For example, the lecture only achieves knowledge. In order to check understanding, there are a number of learning activities that can be used, such as: discussion, a quiz, pop-ups or a case study, etc.

5. Facilitate learning.

The adult brain is better at absorbing smaller amounts of information at a time.

§ Break complex concepts and skills into smaller segments.

§ Go from simple to complex.

§ Teach only a few things at a time during a learning segment.

Implementation tips: Brain studies show that adults can learn 4-5 familiar and meaningful items at a time, but only 2-3 new items at a time if they are completely unfamiliar and meaningless. Given this fact, when teaching ten steps in a procedure, only teach 2-3 or 4-5 steps at a time.

6. That they apply what they have learned.

Once adults have successfully used new skills in the classroom, they are more likely to use them outside of the classroom.

§ Develop your confidence and competence through appropriate practice.

§ Have them apply new skills to solve work-related problems.

§ Give them the opportunity to plan how they will implement their new learning.

Implementation tips: Start practicing a new skill using a simulation and a large group led discussion facilitated by the trainer. Then have them practice the new skill in a different simulation in a small group, with the coach’s help when needed. Finally, have them independently practice applying the new skill to their own work-related problem. This should help them feel more confident about their competence and therefore increase the likelihood that they will continue to use the new skill when they return to work.

These six simple yet powerful training design steps will ensure adult learners are engaged and engaged in the learning process. Your involvement will increase the likelihood that real learning will occur and will be applied after the workshop.

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