Monday, January 13, 20141 Knowledge of Adult Learners Lesson 2 Rose DeJarnette

Monday, April 10, 2023 1

Knowledge of Adult LearnersKnowledge of Adult Learners

Lesson 2Rose DeJarnette


What is learning?What is learning?• Learning is the means by which

lasting change occurs in an individual– People have different motives, beliefs,

values, needs, and purposes.– We think, conceptualize, perceive, and

understand differently.– Even with the uncertainty of how adults

learn, a set of learning fundamentals, characteristics, and styles have emerged


Learning FundamentalsLearning Fundamentals• Retention and stages of learning

are the two most important fundamentals.

• Materials that are significant to the learner will be remembered longer.

• Regardless of learning style, we learn more when the learning is a combination of two or more senses.


Learning FundamentalsLearning Fundamentals

• 10 percent of what we read• 20 percent of what we hear• 30 percent of what we see• 50 percent of what we hear and do• 70 percent of what we say• 90 percent of what we say and do

• Why do you think I became an instructor?


Adult Learning Adult Learning CharacteristicsCharacteristics

• Prefer self-directed learning• Need to integrate new information into

previous learning and experiences• Expect information to be immediately

useful• Respond more to first impressions• Are more willing to challenge the

instructor• Have attention span of 20 minutes


Unconscious IncompetenceUnconscious Incompetence

Stage 1

I am not competent, but I don’t know that I’m not competent.

“I have never tried snowboarding, but it should be a breeze because

I’ve been skiing for years.”


Conscious IncompetenceConscious Incompetence

Stage 2

I now acknowledge I’m incompetent

“Snowboarding wasn’t a breeze, dude!”


Conscious CompetenceConscious Competence

Stage 3

After much practice I can perform the skill when consciously focusing on it.

“I can now snowboard down the hill without falling every single time.

Snowboarding doesn’t feel natural, like skiing, but if I really think about what I

am doing, I can shred.”


Unconscious CompetenceUnconscious Competence

Stage 4

I’ve mastered the skill. I can do it automatically and it seems natural.

“I’m glad I took the time to become a Zen master at this skill. This really

rips. I can cruise a smooth run, enjoy the scenery, and check out the chics.


Conscious/UnconsciousConscious/Unconscious

• Stage 5

• I can discuss with confidence the skills it takes to do a front-side stale fish with a backside grab.

• “ I can’t resist the temptation to call another patroller “Grasshopper” as I teach them how tear up the slopes on their board.”


Learning Style TheoriesLearning Style Theories

• As adults are learning, they access key information which they have stored as visual, auditory, and kinesthetic representations.

• The key to successful learning is to bridge the differences on how we communicate as the instructor and how the student learns.


Learning Style TheoriesLearning Style Theories

Each learning style can be categorized by four types of behaviors:

– A preferred method for receiving information

– Key system words or verbal expression used to describe communications

– Eye movements when generating a response

– Breathing patterns and speech habits


VisualVisual

Adults who prefer pictures and tend to see those things around them, rather than hear or feel the situation, are visually oriented people.

Visuals eyes tend to loop up and to the right or left, or straight ahead softly defocused at a spot about two feet in front of their nose.


AuditoryAuditoryAdults who prefer sounds could be

described as auditorial-oriented individuals.

Auditories tend to keep their eyes level while looking to the right or left, or the look down to the left.

Auditory learners may say “I hear what you are saying,” “ I hear what you are saying,” “I want you to listen carefully,” or “This sounds really good to me.”


KinestheticKinesthetic

Adults who prefer feelings are more aware of tactile sensations and visceral emotions.

They are likely to process and represent their thoughts kinesthetically.

These individuals tend to look down and to the right.

Kenesthetics may say “This feels really good or bad,” “Get a grasp on things,” or “That feels right to me.”


Visual, Auditory, and Visual, Auditory, and KinestheticKinesthetic• Shout• Feel• Show• Preview• Hit• Ask• Handle

• Glimpse• Muffle• Reveal• Clear• Voice• Touch• Sore


ClosingClosingAn instructor needs to recognize the

student’s preference, and provide the instruction appropriate to the learner’s representational system.

Even better, training methods should be used that match the student’s mode of processing.

By using a variety of training methods, learning success is ensured

Documents

Monday, January 13, 20141 Knowledge of Adult Learners Lesson 2 Rose DeJarnette