Androgogical Skills

Resource Person: Ms. Rukhsana Nasir Date: 16 01 2012 17 01- 2012 Sessions: 08

Androgogical Skills
Andragogy is also defined as the art and science of helping adults learn and has come to be understood as an alternative to pedagogy; a learner-focused approach for people of all ages. Dr. Malcom S. Knowles popularized the concept of andragogy and is frequently referred to as the Father of Adult Learning. Knowles defined andragogy as an emerging technology for adult learning. This module was delivered by Ms. Rukhsana Nasir, it has following dimensions: 1. 2. 3. 4. 5. 6. 7. Characteristics & Learning Styles of Adult Learners Case-Based Teaching Learning Abilities and Disabilities How to recognize your learning abilities Principles of Adult Learning Teaching: How to teach Training techniques for adult Learners

Adult Learner Characteristics Following are the characteristics of adult learners: 1. 2. 3. 4. 5. 6. 7. 8. 9. Autonomy in the decision to learn Past experiences affect learning Life-long learners Transitional stages in life affect learning Diverse learning styles Like problem-centered activities Meaningful to life with immediate application Self-concept affects learning Self-directed learning

Learning Styles The complex manner in which, and conditions under which, learners most efficiently and most effectively perceive, process, store, and recall what they are attempting to learn" (James and Gardner, 1995, p. 20). Simply stated, learning styles are different approaches or ways of learning. Learning styles also change the way you internally represent experiences, the way you recall information, and even the words you choose. Research shows us that each learning style uses different parts of the brain. By involving more of the brain during learning, we remember more of what we learn. Most people are predominantly one type of learner, but can adapt to another style. Learners tend to look for their preferred style in learning situations. Some of the main learning styles are as follows:

1. Visual Learners Students learn through seeing. These learners need to see the teacher's body language and facial expression to fully understand the content of a lesson. They tend to prefer sitting at the front of the classroom to avoid visual obstructions (e.g. people's heads). They may think in pictures and learn best from visual displays including: diagrams, illustrated text books, overhead transparencies, videos, flipcharts and handouts. During a lecture or classroom discussion, visual learners often prefer to take detailed notes to absorb the information. 2. Auditory Learners Students learn through listening. They learn best through verbal lectures, discussions, talking things through and listening to what others have to say. Auditory learners interpret the underlying meanings of speech through listening to tone of voice, pitch, speed and other nuances. Written information may have little meaning until it is heard. These learners often benefit from reading text aloud and using a tape recorder. 3. Tactile/Kinesthetic Learners Students learn through moving, doing, and touching. Tactile/Kinesthetic persons learn best through a hands-on approach, actively exploring the physical world around them. They may find it hard to sit still for long periods and may become distracted by their need for activity and exploration. 4. Reading/Writing Learners In this students process new information best when written. Teaching strategies for these types of students involve giving them written instructions, Opportunities for writing and giving them opportunities for different types of readings. Case Based Teaching Real life is ambiguous, and cases reflect that reality. Because they describe actual situations, case studies can be frustrating. The case method places participants in the role of decision maker, asking them to distinguish pertinent from peripheral facts, identify central problems among several issues competing for attention, and formulate recommendations. A case study is a written description of a problem or situation requiring analysis and decision. Case Formats Following are the four formats of case studies: 1. Finished cases based on facts. For analysis only, since the solution is indicated or alternate solutions are suggested. 2. Unfinished open-ended cases. Where the results are not yet clear. Learners must predict, make choices and offer suggestions that will affect the outcome.

3. Fictional cases. Entirely written by the instructor (can be finished or unfinished). The case must be both complexes enough to mimic reality, yet not have so many red herrings as to obscure the goal of the exercise. 4. Original documents. Journal articles, case reports, etcwith the right questions, these can become problem-solving opportunities. Comparison between two articles related to the same topic is a strong strategy for encouraging both analysis and synthesis. Benefits of Case Base Teaching 1. Help learners connect theory and practice 2. Reflect the contextual, situated and complex nature of medical knowledge 3. Simulate the passage of time, so you can integrate consequences and developments Common Mistakes of Instructors In case base teaching some common errors are observed in facilitators, which are as follows: 1. 2. 3. 4. 5. Lack of clear goals Lack of time Lack of preparation Lack of experience with the case method Lack of commitment or involvement in the case

Effective Facilitation Group members are actively involved and feel useful. Facilitation methods are applied appropriately and tangible results are achieved that contribute to the progress of the group. Facilitator Facilitator is a person who makes a groups work easier by structuring and guiding the participation of group members. His characteristics Includes: 1. 2. 3. 4. 5. 6. Questions and probes the reasoning process and critical thinking Facilitates and supports good interpersonal relationships in the group Willing to serve as a resource Promotes application/integration/synthesis of information Promotes the use of resources Flexibility--comfort with exploring areas outside expertise

Tasks for Facilitators The process is how the group members work together, how members interact with one another, how decisions are made, and whether all group members are present. The facilitator must guide and manage the process so that the group can focus its energy and

creativity on the content. A facilitator leads by influencing how a group works together, by using proven processes and structure, and by challenging and coaching the group to grow more adept at working together over time. Facilitators are willing for the group not to need them at some pointto teach the group to carry on by itself. Facilitators let go of the need to influence decisions and be looked up to as an expert. Learning Abilities and Disabilities People learn in different ways and rates such as assisting students with special needs. Unlike other disabilities, such as paralysis or blindness, a learning disability (LD) is a hidden handicap. Learning Disability is a broad term that covers a pool of possible causes, symptoms, treatments, and outcomes. Partly because learning disabilities can show up in so many forms, it is difficult to diagnose or to pinpoint the causes. And no one knows of a pill or remedy that will cure them. Causes of Learning Disabilities Understandably, one of the first questions parents ask when they learn their child has a learning disorder is "Why? What went wrong?" Mental health professionals stress that since no one knows what causes learning disabilities, it doesn't help parents to look backward to search for possible reasons. There are too many possibilities to pin down the cause of the disability with certainty. It is far more important for the family to move forward in finding ways to get the right help. What Are the Types of Learning Disabilities? The DSM diagnosis is commonly used when applying for health insurance coverage of diagnostic and treatment services. Learning disabilities can be divided into three broad categories: 1. Developmental speech and language disorders 2. Academic skills disorders 3. "Other," a catch-all that includes certain coordination disorders and learning handicaps not covered by the other terms Teaching: How to Teach Learning: A relatively permanent change in behavior that comes about as a result of a planned experience. Two main components of learning include: 1. Types of Behavior Changes a) Affective attitudes Learner places value on learning. In this amount of learning is greater because of value placed on it. Learning that is acquired is used because it is valued b) Cognitive knowledge

Cognitive learning emphasize on knowledge, application, and evaluation levels when discussing changes in behavior. Teaching strategies should relate to achieving different levels of objectives c) Psychomotor skills Learner must know when and why a skill is done and believe that skill is valuable before skill can be performed correctly 2. Identifying Behavior to be changed (3 issues) a) How to know what changes need to occur? b) How to identify these changes? c) What to do with them after identification? Principles of Effective Skill-Learning and Teaching Following are the principles of effective skill-learning and teaching: a) b) c) d) Conceptualization Visualization Verbalization Physical Practice (i) Subcomponent Practice (ii) Linkage Practice (iii) Contiguous Practice e) Correction and Reinforcement f) Achievement of Skill Mastery g) Autonomy Principles of Adult Learning 1) 2) 3) 4) 5) 6) 7) 8) Learning depends on motivation Learning depends on a capacity to learn Educational experience must be meaningful Learning depends on active involvement Learning must be experience-centered The learner must look at the experience Goals must be set Learning effectiveness depends on feedback

Learning Outcomes In this module we learn about the characteristics & learning styles of adult learners,
importance of case-based teaching in andragogy, learning abilities and disabilities, how to recognize your learning abilities of our learners and principles of adult learning.