TEACHING WITH PRIMARY SOURCES Level III Training Section Two ADULT LEARNING MODULE

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TEACHING WITH PRIMARY SOURCESLevel III
TrainingSection TwoADULT LEARNING MODULE
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TPS Workshop Objectives

• Objectives
• As a result of completing the Adult Learning
  Module, the learner will be able to
• Describe/discuss core concepts of adult learning
  theory and how they apply to TPS professional
  development and coaching.
• Adapt and deliver an effective TPS presentation
  or activity applying adult learning concepts.
• Evaluate the use of adult learning theory in TPS
  presentations and professional development

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TPS Program Module Agenda

• Program Schedule and Learning Agreements 
• Presentation on Characteristics of Adult Learners
• Adult Learner Warm-Up Exercise
• Adult Learning Considerations
• Communication/Relationship Styles Examination
• TPS Program Section Reflection  
• (

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Adult Learning Principles

• Adults are self-directed learners
• Adults build on prior experience
• Adults want learning that is practical
• Adults want leaning to have immediate
  applicability
• Adults are internally motivated
• Adults need to know why they need to learn
  something

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Adult Learning TheoriesPedagogical Theory
Theory Elements Practical Applications
Students learn what they are told. Lecture
Students past experiences arent needed to learn new materials. Dont ask the students to contribute details of their own experiences.
Students are passive learners. Dont engage learners.
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Adult Learning Theories Andragogy Theory
Theory Elements Practical Applications
Adults are not dependent learners they are self-directed.   Ask students for their opinions involve them in planning classes via needs assessments and diagnosis learners needs.
Adults come to class with lots of experiences. Connect class materials to students life experiences.
Adults need to know why they are learning topics before they learn them. Incorporate lesson introductions within class materials that tell students the lessons purpose, the benefits, why it is important to learn this material, and the lesson objectives.
Adults enjoy solving problems. They like to learn knowledge and skills to manage their life experiences. Offer adults intellectual puzzles, case studies, games that require them to solve problems. Generate materials that mirror real life.
Adults seek out educational opportunities to enhance their competency levels. Use instructional methods that are immediately applicable to the learners jobs. For example, how-to-guides, worksheets, flowcharts, etc.
Adults are internally motivated to learn. Praise students, provide safe environments that promote trust, and understanding.
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Adult Learning Theories Self-Directed Learning
Theory Elements Practical Applications
Encourage learners to be self-directed.   Students initiate their learning and plan out their curriculum, including the evaluation of their own learning experiences.
Foster transformational learning. Learner is the focus teacher is the guide.
Promote emancipatory learning and social action. Move learners into self-directed by implementing four steps Low self-directed learners need teachers as experts. Teacher sets goals, develop, and evaluate. Moderate self-directed learners need teachers as motivators. Students enjoy praise, structured content, and exercises where teachers encourage growth. Intermediate self-directors are active learners but want teachers to facilitate learning by providing resources, methods, and shared decision-making. High self-directors want full responsibility for their learning, direction, and evaluation.
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Professional Development Design Implications

• Adult Learners Need
• Realistic goals and objectives
• Some control over learning
• Peer support during training
• To receive feedback
• To participate in small group activities
• To have experience acknowledged
• Follow-up coaching and support

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FOUR MAJOR COMMUNICATING STYLES
INTUITOR Conceiving, projecting, future
oriented
THINKER Analyzing, ordering, fact oriented
SENSOR Relating and responding to events
FEELER Relating and responding to emotions
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COMMUNICATING STYLES Training, Coaching and
Mentoring
INTUITOR Conceiving, projecting, future
oriented
THINKER Analyzing, ordering, fact oriented
SENSOR Relating and responding to events
FEELER Relating and responding to emotions
Each person has a primary and secondary
style   Knowing yours and those you are training,
coaching and mentoring facilitates learning   A
balance of styles tends to enhance performance
and problem-solving potential
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COMMUNICATING STYLES SAMPLE CHARACTERISTICS
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STYLE CUES
SPREAD BETWEEN SCORES A seven plus spread
suggests a clearly greater reliance on the higher
score style (e.g., 41 points for Intuitor as the
primary style and 31 points for Thinker as the
secondary style)   A relatively equal
distribution of points indicates a lack of style
preference - this can be for a variety of
reasons   STYLE SHIFTS UNDER STRESS Note shift
in either primary or secondary style. This can
influence your own behavior and perceptions and
reactions of team-mates Large increase in feeler
and decline in thinker style with feeler becoming
second style. Person can shift from
being seen as logical, controlled and impersonal
to being seen as more personalized and emotional
in actions
Normal Conditions
Stress Conditions
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TPS TTT Program ParticipantsCommunication Styles
Map Normal Conditions
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TPS TTT Program ParticipantsCommunications
Styles Map Stress Conditions
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TPS TTT Program ParticipantsCommunication Styles
Map Normal Conditions
INTUITOR THINKER
FEELER SENSOR (SL 4.22.g)
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TPS TTT Program ParticipantsCommunication Styles
Map Stress Conditions
INTUITOR THINKER
FEELER SENSOR (SL 4.22.h)
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Wrap-up/Reflection/Program Evaluation/ Homework

• What did you like the most about the section?
• What did you like the least about the section?
• What was your most significant learning for the
  section?
• Do you have any outstanding questions that you
  would like addressed?
• Do you have any general observations that you
  would like to share with the group?