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Principles of Adult Education

Principles of Adult Education. Eamonn M. M. Quigley, MD , FACG Houston Methodist Hospital Weill Cornell Medical College. Adult Learning. Childhood Education. Compulsory Teacher initiated Teacher motivated Teacher directed Teacher assessed Non reflective Non critical. Motivation

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Principles of Adult Education

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  1. Principles of Adult Education Eamonn M. M. Quigley, MD, FACG Houston Methodist Hospital Weill Cornell Medical College

  2. AdultLearning Childhood Education • Compulsory • Teacher initiated • Teacher motivated • Teacher directed • Teacher assessed • Non reflective • Non critical • Motivation • Learner centered • Relevant • Clear goals • Feedback • Experiential reflection • Development

  3. The Learning Pyramid Average Retention Rate Lecture Reading Audiovisual Demonstration Discussion Group Practice by Doing Teach Others 5% 10% 20% 30% 50% 75% 80%

  4. Teaching Ethos • Tell me and I forget • Show me and I remember • Involve me and I learn Benjamin Franklin

  5. “Education is about lighting fires not filling buckets. ” W. B. Yeats

  6. Adult Education Make it Fun!

  7. 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

  8. 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

  9. Bloom’s Taxonomy Revisited

  10. 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.”

  11. Aims, Objectives and Learning Outcomes Course Aims • Pre-set • Outline course agenda • Defined by trainer • Group activity helps Personal Learning Outcomes • Completion of instructional process • Statement of change for learner • Measurable • Assist trainer in planning

  12. 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. Knowles: The Adult Learner, A Neglected Species

  13. Setting Learning Outcomes • Specific • Measurable • Achievable • Relevant • Timely (time limited) …and learner-centred

  14. Setting Learning Outcomes • Specific • Measurable • Achievable • Relevant • Timely (time limited) • Economical • Realistic Reviewed then modifiedthroughfeedback …and learner-centred

  15. 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

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

  17. Adults learn more effectively where relationships: • Promote mutual respect • Are encouraging and supportive • Accept diverse opinions but • Challenge ideas • Clarify difficult concepts

  18. Factors Influencing Learning • Subject matter • Motivation • Learner (ability, knowledge) • Teacher (commitment, preparation, skill) • Resource quality • Environmental limitations

  19. Limitations or Constraints • Time • Workload • Interest • Financial • Environment

  20. The Teacher Should Therefore: • Help define needs • Ensure relevance • Contribute expertise • Encourage reflection • Provide positive feedback

  21. Learning Methods • Lecture • Discussion • open • closed • Experiential

  22. 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

  23. Format • Set • Dialogue • Closure

  24. 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

  25. 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

  26. 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

  27. Questions • Yes/No • Closed - e.g. causes of • Open - your opinion of

  28. Discussion Closed • Content-centered • Knowledge-based • Acquiring facts • Resolving ambiguity/dilemmas • Acquiring information Open • Process-centered • Experience-based • Reflecting on practice • Clarifying views

  29. 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

  30. 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?

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

  32. 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

  33. 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?

  34. Questions?

  35. 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

  36. Adults Learn Best When: • They are able to reflect on their experience • It is done in “negotiated” time • They get feedback • It is FUN!

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