Module 2 Review of Theories for Adult Learning

Section 4: Instructional Strategies and Methods Once you understand the different types of learning theories and models for adult learning, you can select instructional sequencing and strategies to meet the unique learning needs of adult learners in which they have their own independent reasons to take the learning path. The following list contains examples of learning strategies and sequencing methods to be used for designing learning programs for adult learners. Behavioral Instructional Strategies 1. Gagne's nine events of instruction Gain attention Inform learner of objectives Recall prerequisite knowledge Present stimulus Provide learning guidance Elicit performance Provide feedback Assess performance Enhance retention and transfer 2. Problem-based learning (Barrows) Start a new problem Problem follow-up Performance presentation Conclusion of problem 3. Simulation model (Joyce, Weil, & Showers) Orientation Present broad topic of simulation and major concepts Explain simulation and gaming Give overview of the simulation Participant training Set up scenario (rules, roles, procedures, scoring, types of decisions, goals) Assign roles Hold abbreviated practice session Simulate operations Conduct game activity and game administration Feedback and evaluation (of performance and effects of decisions) Clarify misconceptions Continue simulation Participant debriefing Summarize events and perceptions Summarize difficulties and insights Analyze process Compare simulation activity to the real world Appraise and redesign the simulation 4. Experiential learning model (Pfeiffer & Jones) Experience: immerse learner in authentic experience Publish: talking or writing about experience Process: debrief. Interpret published information, defining patterns, discrepancies and overall dynamics, making sense of the information generated by group Internalize: private process. Learner reflects on lessons learned, means of managing conflicting data and requirements for future learning. Generalize: develop hypotheses, form generalizations and reach conclusions from information and knowledge gained from lesson. Apply: use information and knowledge gained from lesson to make decisions and solve problems 5. Inquiry training model (Joyce, Weil, Showers) Confrontation with the problem Explain inquiry procedures Present discrepant event Data gathering (verification) Verify nature of objects and conditions Verify the occurrence of the problem situations Data gathering (experimentation) Isolate relevant variables Hypothesize causal relationships Organizing, formulating and explanation: formulate rules or explanations Analysis of inquiry process: analyze inquiry strategy and develop more effective ones 6. Jurisprudential inquiry approach (Oliver & Shaver) Based on Socratic modes of discussion, ask students to resolve complex, controversial issues within the context of a productive social order. Orientation to the case Identifying the issues Taking positions Exploring the stances, patterns of argumentation Refining and qualifying the positions Testing factual assumptions behind qualified positions 7. Inductive-thinking model (Taba) Concept formation Enumeration and listing Grouping Labeling, categorizing Interpretation of data Identify critical relationships Explore relationships Make inferences Application of principles Predicting consequences, explaining unfamiliar phenomena, hypothesizing Explaining and supporting the predictions and hypotheses Verify predictions 8. Elaboration theory of instruction (Reigeluth) Organizing structure Conceptual: easiest concepts first Procedural: present steps in order of their performance Theoretical: simple to complex Simple-to-complex sequence Begins with a fundamental and concrete and add layers of complexity Within-lesson sequencing Conceptual: easiest concepts first Procedural: present steps in order of their performance Theoretical: simple to complex Summarizers Content reviews at lesson and unit levels Synthesizers Presentation devices to enable learners to integrate content elements into meaningful whole Analogies Relate content to learners prior knowledge Cognitive Strategy activators: cues used for cognitive strategy use either embedded or detached Learner control Learners are encouraged to take control over their learning 9. Eight events for student centered learning (Hirumi) Set learning challenge for class Negotiate learning goals and objectives Negotiate learning strategies Construct knowledge Negotiate performance criteria Assess learning (self, peer, expert assessment) Provide feedback (for step 1-6) Communicate results 10. 4MAT system model (McCarthy) Create an experience Reflect/analyze experience Integrate reflective analysis into concepts Develop concepts/skills Practice defined skills/knowledge Practice adding something of oneself Analyze application for relevance, usefulness Apply to new more complex experience 11. SQR model (Maier) Summarize: read material and write a summary of the materials in journal Question: discuss summaries and questions in small group Response: write a response to the small group or whole group class discussion (summary of main points) 12. SQ3R study strategy (Robinson) Survey: preview materials to develop general outline for organizing information Question: raises questions with expectation of finding answers in materials Read: reader attempts to answer questions by reading Recite: reader answers questions out loud or in writing Review: reader rereads portions or materials to verify answers given during previous step Cognitive Instructional Strategies 1. Anchored Instruction Developed by the Cognition and Technology Group at Vanderbilt (CTGV). Focuses on the development of tools that encourage the creation and resolution of complex, realistic problems. Video materials serve as anchors or macro-contexts. Instructional activities are designed around an anchor that is case or problem-based learning materials. Allow exploration by the learner. 2. Experiential Learning Addresses the needs and wants of the learner. Learning is undertaken in order to solve a problem or engage in a meaningful task. Qualities include: personal involvement, learner initiation and control, learner self-assessment. Significant learning happens when it the task and content are relevant to the learner (and the learner decides this!). Learning takes place in a low-risk environment. Self-initiated learning has a longer shelf-life. 3. Lateral thinking The generation of novel solutions to problems Learners may require, and have to develop, a different perspective to solve problems successfully. Involves the recognition of dominant ideas that polarize thinking (for example, cultural bias). Goal is to achieve a solution by trying different perspectives. Problem elements are broken down and recombined. Randomness is valued. 4. Situated Learning Learning occurs as a function of the activity, context, and culture in which it occurs, or is situated Social interaction is key to situated learning. Learning tasks should be presented in an authentic context. Learning requires social interaction and collaboration. Learning is encouraged when scaffolding opportunities are available. (That is, as learners engage with experts, they build on their knowledge and understanding until they become experts themselves in the community of practice.) 5. Social Development Theory (Vygotsky) Social interaction is vital to cognitive development. All the higher-order functions (language, concept formation, etc.) originate as the relationships among individuals. Social interaction is essential to cognitive development . 6. Mental Models People develop mental models in order to understand certain phenomena. Models contain "hierarchies" and are clustered into categories. They are dynamic, subject to change, sometimes contain errors, and are more simplistic than the actual phenomenon. Cognitive Theory: Implications for Design Practice Theory Key Elements Learning Domain Anchored Instruction The creation and resolution of complex, realistic problems Based on familiar anchor or trigger Concept learning Engineering Mathematics Problem-solving Experiential Learning Meaningful tasks Low-risk environment Based on problem-solving Degree of personal interaction Engineering Management Sales Sensory-motor skills Situated Learning Social interaction, collaboration Realistic contexts Learning as function of context Social interaction Language learning Management Sales Sensory-motor skills Medicine Lateral Thinking Problem-solving Multiple perspectives Random generation of ideas Leading to novel solutions Management Mathematics Problem-solving Reasoning Troubleshooting Medicine Social Development Social interaction key to cognition Based on interpersonal relationships Coaching, modeling, imitation Engineering Language learning Management Sales Reading Sensory-motor skills Mental Models Hierarchies Dynamic, contain errors Simplified from real phenomenon Language learning Procedural learning Mathematics This is the end of learning module 2. You have assignments for this learning module. Readings: chapter 6, 7, 8, 9 from the Cervero's textbook Assignment 2 Previous