Train the Trainers Course

Principles of Adult Learning

Training Objectives
At the end of this lesson you will be able
to:
Define the term learning according to
the definition given during the lesson.

Identify the differences between child

and adult learners as given in the class.

Training Objectives

List the 9 Principles of Adult Learning

discussed in class (RAMP 2 FAME).

Apply the Principles of Adult Learning in

a learning environment so as to
increase participant understanding and
retention as discussed in class.

Learning - Definition

Although there are many definitions

of learning, it is generally accepted
as being a change in behavior or
attitude.
What is Learning?

Differences in Learning
Environments

The setting

The teacher

The classroom activities in which you

were involved

The discipline

Differences between child and

adult learners

How Children Learn

Rely on others to
decide what they
should learn.

Adults
They decide what
is important to
learn.

Accept information A lot of life

at face value.
experiences to
draw upon.
Little life
Can be valuable
experience.
knowledge
resources.

Principles of Adult Learning

R

Recency

Feedback

Appropriateness

Active Learning

Motivation

Primacy

Multi-sense
learning

2-way
communication

Exercise

Recency

This law states that what is learned last

is remembered best.

It is important for you to summarize

frequently and to end each session with
a review.

Keep each session short: 20 minutes if

possible.

Recency

If a session must go longer than 20

minutes, break it into several smaller
parts and recap more frequently.

The end of the session is very important

so recap the entire lesson highlighting
key points.

Appropriateness

This law states that all of the training,

information, training aids, case studies
and other materials must be appropriate
to the participants needs.

If you dont keep the material

appropriate to your participants needs,
they can lose their motivation to learn.

Appropriateness

Clearly identify to the participants how

completing your block of instruction will
satisfy their learning needs.

Use descriptions, examples or

illustrations, which your participants are
familiar.

Motivation

This law states that the participants

must want to learn, must be motivated
to learn and, there must be some
reason for them to learn.

Trainers report that if participants want

to learn, they will excel in their learning.

Not following the Appropriateness

leads to loss of motivation.

Motivation

You and your participants can feed of

off each others motivation.

Help your participants motivate

themselves by identifying a need they
have that your course can met.

Move from the known to the unknown.

Primacy

The law of primacy states that the

things learners learn first are usually
learned best.

Opening remarks and statements are

very important.

Remember the law of primacy when

you are teaching a skill. Teach them the
correct way first.

Primacy

Ensure that your course participants get

things as right as possible the first time.
Supervised practice is crucial.
Practice makes perfect.
This is only partially true.
Supervised practice makes perfect.
Unsupervised practice makes permanent.

2-way Communication

This law states that successful learning

is dependent upon the trainer
communicating with the course
participants and not at them!

Make lectures more active by using

questions, discussions, illustrations,
examples, etc, etc..

2-way Communication

Design trainer/participant interaction

into your training course.

You also communicate through your

body language.

Feedback

This law states that both the trainer and

the participants need to communicate
with each other.

The participants need feedback on their

learning performance.

Use positive reinforcement when giving

feedback.

Poor performance must be corrected.

Feedback

Use feedback frequently to test your

participants progress.

When you give a test, give the results of

the test (feedback) as soon as possible.

Participants must also know when they

are not performing according to
standards.

Active Learning

This law shows that participants learn

and retain more when they are actively
involved in the process. This is called
Learning by Doing.

Adults especially want to be active

participants in their own learning.

Design Learning by Doing into your

courses

Active Learning

Use frequent practical exercises.

Use plenty of questions.

Use an occasional quiz to keep

participants active. This will also provide
both them and you with feedback.

If possible, get your participants to do

what they are being instructed in.

Multi-sense Learning

Learning will be far more effective if

participants use more than one of their
five senses.

Give your participants plenty of

opportunities for involvement in the
process of learning.

Practice hands on learning.

Multi-sense Learning

When you tell the participants about

something, try to show them as well.

Have your participants use as many of

their senses as is appropriate.
I hear and I forget,
I see and I remember,
I do and I understand.
Confucius c. 450 BC

Exercise

Things that are repeated are best

remembered.

Repetition in the learning process is

called over-learning.

To avoid boredom, repeat material in

different way.

Exercise also includes intensity.

Exercise

The more we have our participants

repeat something, the more likely they
will retain it.

Frequent questions encourage overlearning.

Summarize frequently and always at

the end of a session.

Exercise

Have the participants recall what has

been covered. This also keeps them
active and involved.
Remember: Practice only makes
Permanent!
What makes perfect?