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Training Adult Learners for Behavior Change
Pamela M GeiselStatewide Master Gardener Coordinator
University of [email protected]
Why This Workshop On Adult Learners?
• Is learning the same as changing behavior?
• How and to what degree will our behavior change because of what we learn?– Theory of Diffusion of Innovation
• How can you design your training so that you can encourage more “adoption”?
Theory of Diffusion of Innovation
• "the process by which an innovation or technology is communicated through certain channels over time among the members of a social system”.
– Rogers, 1962
Theory of Diffusion of Innovation
• Innovators- first to adopt, risk takers, youngest, higher social class, and great financial ability, very social, close contact to scientific or educational sources.
• Early Adopters- highest degree of opinion leadership. Younger in age, a higher social status, more financial resources, advanced education, and are more socially forward than late adopters .
• Early Majority- adoption is significantly longer than the innovators and early adopter. have above average social status, contact with early adopters, and show some opinion leadership.
• Late Majority- skeptical about an innovation, have below average social status, very little financial lucidity, in contact with others in late majority and early majority, very little opinion leadership.
• Laggards- aversion to change. Focused on “traditions”, have lowest social status, lowest financial fluidity, oldest of all other adopters, in contact with only family and close friends, very little to no opinion leadership.
How can you design your training to encourage greater “adoption”?
• Think about who will attend…– encourage engaging Early Adopters and Early
Majority to influence others as teachers and community organizers for change.
– Apply effective “learning” techniques and “persuasion” as part of the teaching process
Workshop Objectives
• Learn the ABCs of course design– Consider the Audience (adult learners)– Design a Blueprint for your program– Develop interactive course Content– Deliver interactive training– Evaluate training
Group Activity
• The M& M game:
• The Goal: Share a bit about ourselves and have a snack.
• The directions: Grab some M&Ms as the bag goes around. Don’t eat them yet!
How to Play
• For each piece of M&M candy you took, you will have to answer a question, depending upon its color:
• Red: Favorite hobby• Green: Favorite garden plant• Yellow: Favorite food• Orange: Favorite garden tool• Brown: Most memorable or embarrassing
moment as a Master Gardener• Blue: Wild Card (can share what you want)
Adult Learners
• What do we know for sure: – Adults tend to be self directed– Adults have rich and varied experiences that
they can draw upon.– Adults are clear about what they want to
learn.– Adults are competency based learners-they
learn what they can apply pragmatically to their immediate circumstances.
Simple Principles of Adult Learning
• Adults learn best when they are actively involved in the learning process.
• Adults have strong learning preferences, biases and comfort levels.
• You should use a variety of techniques/methods to ensure a match for their preferred learning style.
Over 2400 years ago, CONFUCIOUS
declared…
What I hear I forget….
What I see I remember…
What I do, I understand…
Passive Verses Active Learning
10% of what we…
20% of what we…
30% of what we…
50% of what we…
70% of what we…
90% of what we…
READ
HEAR
SEE
SEE AND HEAR
SEE, HEAR AND DO
TEACH
Factors that Influence Our Learning
• Physical– Learning Setting– Time of Day
• Emotional– Social Needs– Motivation
• Intellectual– Learning Styles
The Learning Brain
• Accelerated Learning = Multi-sensory brain compatible way of learning
• Left-Brain, Right-Brain Theory: Two brains in one– Left Brain-”Logical” traits– Right Brain-”Creative” traits
Characteristics
• Left Brain-Logical Traits– Language (read/write)– Solve math problems
or puzzles– Process linear
• The Big Picture:– Separate parts that
make up a whole
• Right Brain-Creative Traits– Verbal– Art, graphic – Visionary– Stimulated
• The Big Picture:– Combine parts to
create a whole
Summary
• People need and use both sides in seamless unity.
• People don’t think solely with one hemisphere or the other.
• The more stimulated and connected the two halves are, the great the brain’s potential is for learning.
• The best learning occurs with a variety of senses being stimulated to help both sides function together.
Which side of your brain is the “strongest” for learning?
Individual ExerciseThe Brain Buffet
Multiple Intelligences Theory-a system of eight distinct
intelligences…
• Verbal-Linguistic• Visual-Spatial• Musical-Rhythmic• Intrapersonal
• Logical-Mathematical• Bodily-Kinesthetic• Naturalistic• Interpersonal
Your Task:
Compare the “intelligences” and their corresponding activities references, with the previous page. Which intelligences do YOU fit into most?
Checkmark those boxes
Summary of the Eight Intelligences
• Everyone possess all 8 intelligences to some degree. We differ depending upon how we use all 8 individually.
• They work together in complex ways that are defined by individual, social, and cultural preferences.
• There are no standard set of attributes that one must have to be considered intelligent in a specific area.
Summary of the Eight Intelligences
• The Theory shows a way to build curriculum or training plants for maximum learning impact.
• The more intelligences you build in to a program, the deeper, more inclusive and more thorough the learning will be.
• Think of Sesame Street:
Motivating Adult Learners
• Action• Fun• Variety• Choice• Social Interaction• Error-Tolerance• Measurement System• Feedback• Challenge• Recognition
ARCS and Corresponding Motivational Strategies
• Attention:– Action, Fun and Variety
• Use novel or unexpected approaches to instruction• Stimulate curiosity with problems that invoke
mystery• Maintain attention by varying the instruction
presentation
ARCS and Corresponding Motivational Strategies
• Relevance:• Relevance, Choice
– State or have learners determine how instruction relates to the learners goals, jobs, work, etc.
– Match learners’ motives and values with occasional self study, leadership, cooperation and competition
– Increase familiarity by building on learners’ previous experiences.
ARCS and Corresponding Motivational Strategies
• Confidence:• Social Interaction, Choice, Challenge,
Feedback and Recognition, Error Tolerance, Measurement
– Create positive expectations for success by being clear about goals and expectations.
– Provide opportunities for students to successfully attain challenging goals
– Provide learners with a degree of control and choice over their own learning.
ARCS and Corresponding Motivational Strategies
• Satisfaction:• Recognition, Measurement, Relevance
– Provide learners with opportunities to use newly acquired skills
– Use verbal praise, real or symbolic awards– Maintain consistent standards that match
outcomes to expectations (stated objectives were met).
Now…how to design a workshop and develop (your blueprint)
• Assess your Audience…– Who are they?– What do they do?– What do they already know?– What kind of learning environment are they
used to?
Your blueprint for interactive content…
• Key components of the Blueprint– Course topics– Course objective– Instructional strategy (Disclose, discuss, do?)– Instructional method (Discussion, activity)– Time
Sustainable Landscape Workshop Blueprint
Topic Objective Strategy Method Time
Conserving H2O
To teach how to evaluate and optimize sprinkler irrigation systems
Disclose
Demonstrate
Do
Lecture PPT
Demo can test
Groups evaluate can test
Brainstorm improvements
1 hour
Rain gardens
Recognize situations where rain gardens and other rain collection options might work
Disclose
Discuss
Lecture PPT
Handouts
Brainstorm rain garden ideas
1 hour minutes
What Instructional Strategies Will You Use?
• Lets brainstorm some various learning training methods that you have participated in. What worked for you?
Other Suggested Strategies
• Facilitated discussions• Warm up activities• Small groups/pairs• Brainstorming• Case studies• Help/Hinder Evaluations• Role Playing• Structured Games
• Lecture/Presentation• Audio Visuals• Note taking• Homework• Worksheets and Problem
Solving (Puzzles)• Hands on Practice• Group Presentations
Your Task:
• In Groups, develop a Blue Print/content for an interactive Sustainable Landscape Workshop/activity– Keep it simple!– Include 3 major topics
Deliver Your Interactive Training
• Develop your own unique style• Model after someone you admire• Be organized• Know your material• Practice• Be flexible• Breath• Let the people speak…• Practice Q&A• Redirect the group• Group suggestions
Common Problems When Conducting Training
• Non-communicative group or individuals…
• Compulsive, insistent talker…
• You lose control of the presentation/class..
• The group gets off topic…
Evaluate Interactive Training
• You can evaluate the individual programs for quality and immediate impact.
• You can evaluate for impact and behavior change.
Evaluation
• Sample methods to evaluate the qualtiy and immediate impact of your training– Help/Hinder– + and ++– The Bulls Eye– Polling– Index cards with ratings or comments
Evaluate your impact
• Objective was to change behavior…– Surveys over time
• Before the training• At the end of the training• In 3 months• In 6 months
– Evaluate the results of the intended impact• Less water used• Less to the landfill
What did you learn today about Training adult learners for behavior
change?• Theory of Innovation Diffusion• Discussed the ABCs of course design
– Consider the Audience (adult learners) and how they all learn differently
– Creating a Blueprint for your program– The importance of developing interactive
course Content– Delivery of interactive training– How to Evaluate your training and your impact
Your Turn To Evaluate Using TheBULLSEYE
• On your way out, take your sticker and press it to an area on the Bulls Eye that matches your evaluation of this particular workshop….The closer to the center, the more on target it was.
Thank You!!!Any Questions
Pamela M GeiselStatewide Master Gardener Coordinator
University of [email protected]
