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Know How You LearnLearning Style Assessment
Master of Management Program
Cambridge College
Learning Styles
Auditory Visual Kinesthetic
Preferred Learning Style Modality
Auditory–Listening Prefer to get information by listening-
needs to hear it to know it May have difficulty following written
directions
Preferred Learning Style Modality
Visual–Seeing, Reading, Visualizing Find charts, diagrams,and graphs useful-
needs to see it to know it Often has problems with spoken
directions
Preferred Learning Style Modality
Kinesthetic–Moving, Touching, Writing Prefer hands-on learning, writing things
down clarifies thoughts, may doodle during oral presentations
Often can assemble parts without reading directions likes to draw pictures
Know YourselfPrinciples of Adult Learning
Master of Management Program
AdaptNet
Cambridge College
What do we know about Adult Learners?
Self Concept Experience Readiness to learn Orientation to learning Motivation to learn
Self-concept:
As a person matures his/her self concept moves from one of being a dependent personality toward one of being a self-directed human being
Experience: As a person matures he/she
accumulates a growing reservoir of experience that becomes an increasing resource for learning.
Readiness to learn:
As a person matures his/her readiness to learn becomes oriented increasingly to the developmental tasks of his social roles.
Orientation to learning: As a person matures his/her time
perspective changes from one of postponed application of knowledge to immediacy of application, and accordingly his/her orientation toward learning shifts from one of subject-centeredness to one of problem centeredness.
Motivation to learn:
As a person matures the motivation to learn is internal
Source: David A. Kolb. Experiential Learning, New York: Prentice-Hall, 1984.
The Adult Learning Model
Adult Learners…..
1. Adults need to know why they need to learn something
2. Adults need to learn experientially
3. Adults approach learning as problem-solving
4. Adults learn best when the topic is of immediate value.
5. Instruction for adults needs to focus more on the process and less on the content being taught.
6. Strategies such as case studies, role playing, simulations, and self-evaluation are most useful.
Adult Learners…..
7. Instructors adopt a role of facilitator or resource rather than lecturer.
8. Adults need to be involved in the planning and evaluation of their instruction.
9. Experience (including mistakes) provides the basis for learning activities.
Adult Learners…..
10. Adults are most interested in learning subjects that have immediate relevance to their job or personal life.
11. Adults need to be involved in the planning and evaluation of their instruction.
Adult Learners…..
12. Experience (including mistakes) provides the basis for learning activities.
13. Adults are most interested in learning subjects that have immediate relevance to their job or personal life.
Adult Learners…..
14. Instruction for adults needs to focus more on the process and less on the content being taught.
15. Strategies such as case studies, role playing, simulations, and self-evaluation are most useful.
Adult Learners…..
16. Instructors adopt a role of facilitator or resource rather than lecturer.
17. Adults need to be involved in the planning and evaluation of their instruction.
Adult Learners…..
18. Experience (including mistakes) provides the basis for learning activities.
19. Adults are most interested in learning subjects that have immediate relevance to their job or personal life.
Adult Learners…..
Facts About Learning
95% of what they teach someone else to do
80% of what they use and do in real life
70% of what they talk over with others
50% of what they see and hear
30% of what they see
20% of what they hear
10% of what they read
Sources:
Smith, M. K. (2002) 'Malcolm Knowles, Informal Adult Education, Self-direction and Anadragogy', The Encyclopedia of Informal Education, www.infed.org/thinkers/et-knowl.htm. Last updated: 02-14-04
Knowles, M. (1975). Self-Directed Learning. Chicago: Follet.
Knowles, M. (1984). The Adult Learner: A Neglected Species (3rd Ed.). Houston, TX: Gulf Publishing.
Knowles, M. (1984). Andragogy in Action. San Francisco: Jossey-Bass.
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