Meet The Math Facts Level 3 latest 2023

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How to Engage Adult Learners – Six Steps to Adult Learning Success

Chinese philosopher Lao Tse offers a brief but eloquent prescription for adult learning:

Tell me, I can listen.

Teach me, maybe I’ll remember.

Involve me, I will.

If we want adults to feel involved for the learning to happen, there are six stages of training design that will achieve the necessary level of involvement and set them up for success:

1. Treat them with respect.

Many adults feel vulnerable in a classroom, due to: past unsuccessful learning experiences, worry about appearing stupid in front of others, or discomfort with the unfamiliar role of the student.

§ Validate and respond to their concerns.

§ Valuing their knowledge and experience.

§ Dignifying all learning styles.

§ Use a variety of learning activities and training aids to meet the needs of different learning styles.

Application tips: Ask them questions rather than giving them answers they may already have. Also keep in mind that different learning styles respond better to different learning activities. For example, print learners learn best by reading or writing, while interactive learners learn best by talking.

2. Make content meaningful.

Adults tend to learn this they or they consider advantages and importance.

§ Adapt content to meet their needs.

§ Help them discover how the content will benefit them.

§ Teach immediately applicable practical skills.

Application tips: Include a benefits question or activity at the beginning of the lesson that allows them to reflect and explain why learning is important to them. This will increase the likelihood of their “adherence” to the formation. Keep content and learning activities focused on actual application rather than theory.

3. Build on what they already know.

Adult learning and retention is increased when new ideas are based on information or skills they already have.

§ Build on their previous learnings and experiences.

§ Explain concepts with familiar examples.

§ Facilitate positive transference and disconnect negative transference.

Application tips: Build on any previous learning or experience that will provide a solid foundation for new learning (positive transfer). For example, when teaching a new policy, reminding them that they received strong support during a previous policy change will make them more receptive now. However, if their previous experience with policy changes was negative (negative transfer), then show how this new change will be handled differently and more constructively.

4. Follow the building blocks of learning.

Most adults feel more comfortable in a learning situation when they have the prerequisite knowledge and skills.

§ Teach at the desired learning level.

§ Use learning activities adapted to learning levels.

§ Always check for understanding.

Application tips: Bloom’s taxonomy identifies six progressive levels of learning: knowledge, understanding, application, analysis, evaluation and creation. Some learning activities are more appropriate for different levels of learning. For example, the lecture only achieves knowledge. In order to check understanding, there are a number of learning activities that can be used, including: a discussion, quiz, pop-ups or case study, etc.

5. Make it easy to learn.

The adult brain is better at taking in small amounts of information at a time.

§ Break complex concepts and skills into smaller segments.

§ Moving from simple to complex.

§ Teach only a few things at a time during a learning segment.

Application tips: Brain studies show that adults can learn 4-5 familiar and meaningful things at a time, but only 2-3 new things at a time if completely unfamiliar and meaningless. Given this fact, when teaching ten steps of a procedure, only teach 2-3 or 4-5 steps at a time.

6. Let them apply what they have learned.

Once adults have successfully used new skills in the classroom, they are more likely to use them outside of the classroom.

§ Build their confidence and competence through appropriate practice.

§ Ask them to apply new skills to solve work-related problems.

§ Give them the opportunity to plan how they will implement their new learning.

Application tips: Begin practice with a new skill using simulation and large group discussion facilitated by the trainer. Then ask them to practice the new skill in a different simulation in a small group, with assistance from the trainer if necessary. Finally, ask them to independently practice applying the new skill to their own work-related problem. This should help them feel more confident about their skill, and thus increase the likelihood that they will continue to use the new skill when they return to their job.

These six simple yet powerful training design steps will ensure that adult learners are engaged and involved in the learning process. Their involvement will increase the likelihood that real learning will occur and will be applied once the workshop is over.

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