Adult Learning Principles

Adults bring valid experience to the learning situationAdults have immediate needs and objectivesAdults need evidence of usefulness.

Adult Learning Principles

Adults need to understand how information will impact the current,or their future situation.

Adults can identify their own learning needs.

Adults are responsible for their own learning

Adult Learning Principles

Adults appreciate an informal,non-threatening learning environment.

Adults may have negative experiences related to goals/situations.

Adults must have a clear understanding of what is expected of them.

Adult Learning Principles

Adults retain information when practice and application is available shortly after information is acquired.

Adults want specific feedback on their understanding/performance.

Adults may have short attention/retention ability d/t “information overload”

Adult Learning Principles

Adults work best at their own pace.Adults learn through active involvement

i.e. discussion/experienceAdults learn best by using multiple senses:

read 10% see and hear 50%

hear 20% say 70%

see 30% see,hear,do and say 90%

Adult Learning Principles

Adults maintain interest and retain information better when learning with a variety of teaching/learning methods.

Source:

Based on the work of Malcolm Knowles

Brain-based Learning Principles

People have natural low and high energy cycles during the day

Minimal dehydration can lead to lethargy and impaired learning. The brain requires 8-12 glasses of water a day for optimal functioning.

Start up the brains learning mode by providing mental or motor stimulation that promotes creativity through new experiences.(clay)

Brain-based Learning

Requiring only one answer is less effective in learning than promoting problem solving,exploration,creativity and multiple answers.(case-based learning)

Movement and learning are processed in the same part of the brain,and more effective learning has been found to be connected to movement.

Brain-based Learning Principles

Stress and negatives can be barriers to learning

At the beginning of a session try to provide a few moments of transition to refocus and relax.

Music fosters learning and retention. Classical stimulates creativity and rock speeds up the completion of the task.

Brain-based Learning

The brain loses focus when things stay the same,such as monotone voice, too much lecture etc. Try to modulate your voice and vary learning methodologies.

Genuine attention can only be held at a high level for about 10 minutes. Move around the room if you are lecturing!

Give breaks every 45-60 minutes.

Brain-based learning

Memory,attention and meaning increase when learning is linked to emotion. Storytelling,poetry and role play help connect emotion and thinking. Too much emotion can lead to learning “shutdown”

Humor and enthusiasm stimulate learning as well as debates and critical thinking activities.

Brain-based learning

Participants are more excited by meaning and relevance than the amount of information/content in a session.

ELNEC 2000

Summary

Participants tend to recall things that are unique,new,presented first,connected to emotions,relevant to their life/work, repeated in various ways,reviewed frequently,practiced,involve movement,spaced with time for processing and reflection,presented in parts and then in wholes, and presented with enthusiasm.(Jensen,1998)

Experiential Learning Cycle

Refer to handout

Adapted from the End of Life Nursing Consortium Curriculum 2000 AACN & COH