Principles of Adult Education

Eamonn M. M. Quigley, MD, FACGHouston Methodist HospitalWeill Cornell Medical College

• Compulsory• Teacher initiated• Teacher motivated• Teacher directed• Teacher assessed• Non reflective• Non critical

• Motivation• Learner centered• Relevant• Clear goals• Feedback• Experiential reflection• Development

Childhood Education

AdultLearning

Average Retention Rate

Lecture

Reading

Audiovisual

Demonstration

Discussion Group

Practice by Doing

Teach Others

5%

10%

20%

30%

50%

75%

80%

The Learning Pyramid

Benjamin Franklin

Teaching Ethos

• Tell me and I forget

• Show me and I remember

• Involve me and I learn

“Education is about lighting fires not filling buckets. ”

W. B. Yeats

Adult Education

Make it Fun!

Adult learners are most successful when:

• The learning is purposeful, meaningful and relevant

• The learner is actively involved• Objectives are identified• Positive feedback is given• The learner is reflective

Bloom’s Taxonomy of Cognitive Skills

Bloom, B. S. (1956). Taxonomy of Educational Objectives: The Classification of Educational Goals. Handbook 1; Cognitive Domain .

New York: David McKay Co. Inc.: pp. 7-8.Bloom B. 1956

Bloom’s Taxonomy Revisited

Aims, Objectives and Learning Outcomes

• Aims (general) are overall statements of what you hope the educational event will achieve. “The aim of this course is to give an introduction to educational methods in

gastroenterology.”

• Objectives (specific) are statements of what you will present to the participants. “To present current methods of how to train in endoscopy.”

• Learning outcomes are a set of statements setting out what the participants should be able to do or understand by the end of the event. “By the end of this course you will be able to conduct small group

discussions on gastroenterology topics.”

Aims, Objectives and Learning Outcomes

Course Aims• Pre-set• Outline course

agenda• Defined by trainer• Group activity helps

Personal LearningOutcomes

• Completion of instructional process

• Statement of change for learner

• Measurable• Assist trainer in planning

Knowles: The Adult Learner, A Neglected Species

Why set learning outcomes?

When learners understand how the acquisition of certain knowledge or skill will enable them to perform better in life, they enter into instructional situations with a clearer sense of purpose and see what they learn as more personal.

Setting Learning Outcomes

• Specific• Measurable• Achievable• Relevant• Timely (time limited)

…and learner-centred

Reviewed then

modifiedthroughfeedback

Setting Learning Outcomes

• Specific• Measurable• Achievable• Relevant• Timely (time limited)• Economical• Realistic

…and learner-centred

Writing Learning Outcomes

• Begin with a statement addressed directly to the participant:

• “When you have completed this course you should be able to:”

• Avoid vague words such as: Appreciate Know Be aware of

Writing Learning Outcomes

• Use words describing activities which can be observed, such as: State, Describe, Explain Identify, Analyse, Compare Demonstrate, Plan, Develop, Use

Adults learn more effectively where relationships:

• Promote mutual respect• Are encouraging and supportive• Accept diverse opinions but • Challenge ideas • Clarify difficult concepts

Factors Influencing Learning

• Subject matter• Motivation• Learner (ability, knowledge)• Teacher (commitment, preparation, skill)• Resource quality• Environmental limitations

Limitations or Constraints

• Time• Workload• Interest• Financial• Environment

The Teacher Should Therefore:

• Help define needs• Ensure relevance• Contribute expertise• Encourage reflection• Provide positive feedback

Learning Methods

• Lecture• Discussion

open closed

• Experiential

A Lecture Is Best For:

• Revision of core material• Making general points specific for a particular

group• Persuading or comparing or contrasting

different points of view• Imparting small amounts of new material not

readily found elsewhere• Identification of links between different learning

approaches

Format

• Set

• Dialogue

• Closure

Set

• What is their present level of knowledge?• What do you want them to learn?• What linkages can you establish with their

previous knowledge/experience?• Can you control the environment/seating?• Timing

Dialogue

• Get your timing right!• Break it down into separate parcels to keep

interest going• Pause for audience interaction• Keep eye contact • Make the learner think and reflect

Closure

• Take and answer questions before the end• Remember questions may be the only form of

feedback that you get• Keep eye contact• Summarise your talk – “take home message”• Terminate

Questions

• Yes/No

• Closed - e.g. causes of

• Open - your opinion of

DiscussionClosed

• Content-centered• Knowledge-based• Acquiring facts• Resolving

ambiguity/dilemmas• Acquiring information

Open

• Process-centered• Experience-based• Reflecting on practice• Clarifying views

Open Discussion

• Answers should be positively accepted and then: Related to the group agenda Reflected to an individual or group

(“What do you think?”) Developed (“What would follow from that?”) Directed to another member

Positive Critique

• Adults do not readily accept negative criticism

• Positive critique enhances the learning environment

What did you do well?

What could be done better?

Feedback

• Timing• First hand• Specific• Action not person• Non judgemental• Consistent• With guidance• Private

Evaluate your own teaching!

• Ask yourself – positive feedback, students’ progress, reflection

• Ask learners – 3 things you learned today, oral/written evaluation

• Ask a colleague – peer review

Active reflection

• How did I make the learning points?

• Why did I do it in this way?

• What went well and what could be done better?

• How has it influenced me?

• What will I do differently as a result? When will I do it? How will I know I have done it?

Questions?

Adult Education Theory

• Adults learn best when:

• They are motivated• The learning is relevant• The aims and objectives are clear• They are actively involved• A variety of learning methods is used

Adults Learn Best When:

• They are able to reflect on their experience

• It is done in “negotiated” time

• They get feedback

• It is FUN!