How Adults Learn: Methodology

Welcome to this final post on Adult Learning where we will be focusing mainly on the methodology of Adult Learning.  A comment to bear in mind for this session is the observation made by Pont in Developing Effective Training Skills that there is no definite correlation between teaching and learning. 

How learning takes place

Norma Cook Everist (2002) maintains that “[h]ow we teach teaches as powerfully as what we teach” (103), that “[t]he method a teacher uses does not just convey content; it becomes the experience”.  She suggests as an example of this, that to teach gifts within the body of Christ through the exclusive use of lectures subtly implies that learners have no gifts of their own with which to teach the community.  Be aware, therefore, that your style of teaching can colour the whole experience of learning.

 

Rev. Dr. Tim Keller, a premiere contemporary communicator. Accessed at gospelcoalition.org

 

In the previous post I suggested that every session should have clear learning objectives.  The reason why this is vital is that when those objectives are worked out we can better guage which methods will best achieve the objectives. Before exploring this question more directly take a few minutes to consider the following questions.

Exercise:  Reflect on the variety of methods which are used to teach adults. 

Which of these methods do you use most? 

Which do you tend to avoid because you are less comfortable with them?  

What has been your best and worst experience of adult education?

Key factors in selecting appropriate methods: Below is a checklist of the vital things to bear in mind as you plan a teaching interaction.  The accompanying diagram matches methodology with a range of different teaching objectives.

• objectives - learner outcomes
• the nature of the information or skill to be learned 
• facilities, equipment, and resources
• learners’ characteristics and backgrounds
• desired level of interaction
• available time

 

Learner Goals/Objectives	Applicable Teaching Methods
Knowledge: Goal is to gain an awareness of and internalize “new” information and make generalizations about experiences.	Lecture/presentation Panel discussion Symposium/conference Visuals: films, slides, etc. Resource Person (subject matter specialist) Tours Field trips
Understanding: Goal is to gain an understanding of “new” information and apply the newly gained information to current problems or situations.	Group discussion Demonstration Problem solving activity Case study
Skill Attainment: Goal is to learn “new” ways of performing a skill through guided practice.	Demonstration Exercise/practicum Role-play Simulation Computer-aided instruction
Attitude/Value Modification: Goal is to modify or adopt “new” feelings or beliefs by experiencing greater success with the “new” versus the “old” feelings or beliefs.	Panel discussion Group discussion Debate Role-play Case study Simulation Lecture/presentation

Implications:

Learning is enhanced through variety and the use of many teaching methods.

Attention and motivation are increased

There is greater retention of new knowledge/skills 

As Pont reminds us, learners retain about

10% of what they read

20% of what they hear

30% of what they see

50% of what they both hear and see

70% of what they say

90% of what they say and do

But it is also about the facilitator/teacher

The characteristics of the teacher influence the learning outcomes as well. Below is a selection of gifts and qualities which make for a good adult educator.

Adult educators ...

• view themselves as participating in a dialogue between equals (how do we know this is happening?) 
• are open to change and new experiences/seeking to learn from them. 
• are genuine in entering into personal relationships with learners rather than consistently adhering to the prescribed role of the teacher (how is this quality expressed by the teacher?) 
• accept and trust the learner as a person of worth (what has helped you feel that a teacher views you in that way?)
• have empathy (nonjudgmental understanding, both intellectual and emotional) for the learner's perspective (how is this best expressed?)

A final caution
 

Before we preview the exercises that will happen during the weekend, the following point needs to be reiterated.  Whilst presenting information to a large group in a lecture format is helpful because you can give the same information to everyone at one time and provide factual information, there are many disadvantages, and these need taken note of for your own ministry:

• they are over-used- therefore producing passive, dependent learners
• they are predictable- student interest and creativity dies
• lectures are compelling for the lecturer
• lectures provide only one point of view
• lecture engages only the ears 
• they proceed at one pace, which is determined by the lecturer. This is unlikely to suit everyone
• because interaction is one way, feedback is difficult
• “They are a strain on the weak, short-term memory capacities of adult learners” (Pont 2003:91)

Exercise in groups

For each of the following methods, describe a situation in the life of the Church, when it might be appropriate to use it:

Lecture. 

Demonstration

Discussion

Case Study

Role-play

Mentoring

Journalling

Problem solving

Group Task:

In groups of three or four produce a teaching plan for a thirty minute presentation on one of the following two themes. Drawing on what you have learnt about Adult Education explain which methods you would use and why? What outcome/s would you seek to achieve? Who you would involve? What media you would use and how you would elicit a response from the congregation.  Assume that your listeners have some familiarity with the theme of the presentation and that this is not the only time the subject has been addressed in Church.

Scenario 1. You wish to set up a support programme for new immigrants living within the parish boundary. This may involve the teaching of English and/or the provision of social activities for the socially isolated.

Scenario 2. You wish to promote the creation of a Fresh Expression of church or church plant in a school within your parish. This will involve recruiting a team of volunteers from the congregation and also the curate devoting most of his or her time to this project. 

Concluding Question:

In what ways will your practice be different because of today?