How Adults Learn

“The brain appears to be designed to solve problems related to survival in an unstable outdoor environment, and to do so in nearly constant motion .” Brain Rules by Dr. John MedinaD4M2KnowledgeStar© 2010

This program will show you many of the hints, tips (and recently discovered tricks) for creating the most amazing adult learning experiences.

Experiences that will change people’s lives.

Part Two:New Rules for Adult Education Everything You’ve Been Told Until Now …

Okay, that’s not entirely true, but it got your attention and that’s half the battle … and a lot of what you will learn in this course is new and is part of a proven and better way to put together adult learning programs.D4M2KnowledgeStar© 2010

In the Beginning“Let me tell you a story …”In the Beginning

In the Beginning “We’ll get to that part later …”In the Beginning

The New Development ModelThe new model for creating an adult learning program is easy to remember – D4M2(pronounced D 4 M Squared)

D4M2 DefinedDefinewho needs to learn whatDesignusing the rules and ideas you learn todayDevelopso you are creating an E=MC2 course (we’ll cover that later – for now just remember E=MC2)Delivera course with a short shelf life – one that can be used right awayManagethe box in which you are creating the courseMeasurebefore during and after – way after - the program ends

D4M2D4M2 comprises the titles of the modules for this course. Follow the method and you’ll find yourself scoring the winning goal in no time

Learning Objectives - DefineAt the end of this module you will be able toDefine clearly what you want people to know or do as the first stepUnderstand the importance of knowing who your adult learners are

1. DefineWill you be teaching your adult learners as smart adults who know how to learn?What are the language issues and how do you plan to overcome them?Can you describe everything in simple easy-to-understand terms

1. DefineCan you clearly see how the lives of the people taking your program would be better after the training?Is your language going to be informal?Do you know how you are perceived by the people in your program?

1. DefineDo you know exactly what people already know?Are you aware of what people are actually doing?Can you clearly define what they need (not want) to learn?

1. DefineDo you plan to build a community of learners after the training program?How will you define what they know?How will you define what they can do?Do you know how ready and able they are to learn and use something new?

1. DefineAre you planning to use the most useful tools for the learners?How will you support the training AFTER the initial learning experience?Do you understand why you have been successful with this group in the past?

1. DefineDo you know why your training programs have been successful?Are you making sure to learn from those successful programs?Is your passion a big part of the program?

Remember - DefineDefining a program for adults is the first step - answer the questions that define your learners

Adults need to be treated like adults with adult brains – they already know how to learn

Develop a program that enables that learning process – treat everyone as brilliant - and you and your adult learners win!Module 2Design

Learning Objectives - Design At the end of this module you will be able toUnderstand that the design of a program is the key to really solid adult learningKnow the basic strategies and rules for designing great educational experiences

2. DesignWhat is the best way to transfer the knowledge?What tools can your adult learners use?What has worked for them in the past?

2. DesignWhat influence does the culture have?What disables their learning?What enables their learning?

The All Important C-B-E’sA lesson must cover the following elements: Cognitive – I KnowBehavioral – I Can DoExperiential – I Can Adopt and AdaptThe game of football is a great example of making sure each 10-minute lesson covers either one or more of the C-B-E’s

Knowing and DoingLearning to play the game … You can read about football and say “I know” how to play the game” but you can’t really play football You can use a football computer game, practice passing or shooting a goal and say “I can”play football, but you still can’t play the game

Adopting and Adapting Only when you go out for your first game where every ball and every kick and every day is different … when the sun shines, the rain falls, the wind blows, and the sky gets dark early …

Adopting and Adapting … with every kick you take can you finally say “I can adopt and adapt” what I know and can do under all these constantly changing circumstances … then you’re really learning to play football...

2. Some Design RulesEach lesson must be no longer than 10-minutes.(That is the maximum length of time thatthe brain can focus on a lesson.)

2. Some Design Rules The learning goals of each module must be SMARTERSpecificMeasurableAchievableRealisticTime-basedExcitingRecorded

2. Some Design Rules All exercises find out who learned the lesson OR who missed the point – not who is right or wrong

2. Great Design “Great design for adult learning is like building a beautiful and strong web … it starts as a simple and strong thread between your brain and the brain of the learner, and then weaves every brain to every other brain.”David Grebow Adult Learning Expert

2. More Design RulesThe benefits people will get from the course must be directly related to the learning objectivesLO + B

2. More Design RulesLearning ObjectiveAt the end of this course you will be able todevelop a small business plan

2. More Design RulesBenefitAt the end of this course you will be able todevelop a small business plan that will help youfind the funding you need to get started

2. More Design RulesGood LO + BAt the end of this course you will be able todevelop a small business plan that will help youfind the funding you need to get started

2. A New Design IdeaSoap opera in and soap opera out

2. A New Design Idea Every 10-minute lesson starts and ends with a related emotional story. that helps adults enter the lesson and transition to the next oneSoap opera in and soap opera out

2. A New Design IdeaWhy emotional? Our memory works best when there is an emotion that anchors the lesson(Why? Not sure but we have an idea that it has something to do with remembering to run back to the village really fast when you hear the roar of a saber toothed tiger)

2. A New Design IdeaIn other words , Emotion puts the “re” into remember…(maybe we should have called it “remotion”?)

2. More On DesignWe’ve all heard that a picture is worth a thousand words. We’ve all heard a thousand words that weren’t worth 2¢, and a few words that were invaluable. Whatever they are worth, use picturesWe’re not sure why pictures work so well in adult learning programs, but they do. Graphics too (here’s an example …)

2. Design Law One PowerPoint slides are NOT a courseIf you use PowerPoint, here are the rules:You should always talk around a slide not use it as a scriptThere is only enough room for three main bulletsA slide has a time limit of 1-minute before it blows-upDeath by PowerPoint is a pandemic! Each year millions die from the deadly PowerPoint Slide Deck masquerading as a learning program!

2. Design Law TwoIt is REALLY important to remember that retention is key for adults who often forget more than they remember so use the Rx4RevisitReinforceRe-teachRefocus

2. DesignIt is REALLY important to remember that retention is key for adults who often forget more than they remember so use the Rx4

2. DesignIt is REALLY important to remember that retention is key for adults who often forget more than they remember so use the Rx4Revisit

2. DesignIt is REALLY important to remember that retention is key for adults who often forget more than they remember so use the Rx4RevisitReinforce

2. DesignIt is REALLY important to remember that retention is key for adults who often forget more than they remember so use the Rx4RevisitReinforceRe-teach

2. DesignIt is REALLY important to remember that retention is key for adults who often forget more than they remember so use the Rx4RevisitReinforceRe-teachRefocus

2. Design Litmus TestHere’s a litmus test for your program Are you designing a course for adults that is more facilitating & discovering and less leading & teaching?

2. Design Litmus TestHere’s a litmus test for your program Are you designing a course for adults that is more facilitating & discovering and less leading & teaching?Yes?

2. Design Litmus TestHere’s a litmus test for your program Are you designing a course for adults that is more facilitating & discovering and less leading & teaching?No?

2. Design Litmus Test The correct answer is alwaysYes.Adult learning experiences are always more about facilitation and discovery

Remember - DesignAdults need to be treated like adults with adult brains – they already know how to learn

When you design a program, be sure it enables that learning process – treat everyone as brilliant - and you and your adult learners win!Module 3Develop

Learning Objectives - DevelopAt the end of this module you will be able toKnow some of the key elements that go into developing a great course that will enables the adult learning process

3. DevelopStick with what you have learned from the the D4M2 Method as you enter the Develop phaseMake it as interactive as possible – more facilitating and discovering and less leading

3. DevelopMake sure to keep in touch after the program and find ways to keep the learners together as a group

3. Develop The Law of Chunking “The magic seven, plus or minus two (7±2) rule of thumb" George A Miller, 1950’s The human capacity to process information in short-term memory is limited to 5-9 chunks of information

3. DevelopSome important rules used by the best adult learning programs:E=MC2

3. DevelopE=MC2– The learning must beElaborate – which is why adults everywhere scratch their heads when trying to learn, the brain must be challenged to switch on the learning connectionsMeaningful– they need to be able to take it home and use it immediately or it’s forgottenContextual – most importantly, it needs to fit into their real and current lives!

Review - DevelopAlways use the E=MC2approach

Make a lesson no longer than 10 minutes

Use chunking as a way to determine the right amount of information to introduce in those 10 minutes

Make the lesson as interactive as possibleModule 4Deliver

Learning Objectives - DeliverAt the end of this module you will be able toKnow some of the key elements that go into delivering an interactive course in which adults learn from discovering the answers and from one another

4. DeliverAdults like to discover things – that’s why we eat oystersAdults like to use their bodies when they learn Movement stimulates the learning centers of the brain – sitting is good for things like watching TV

4. DeliverTake motion breaks every 10 minutes – I’m counting and there should be at least 3 in this programMotion can be practice, breaking into small groups to talk, anything but sitting and listeningTest the program on the actual learner(s) to see if they get it and if not, why not …

4. Deliver the 4 “C’s” The program should be more than just a single program … learning is a process … it requires the learners to stay in contact, to connectand communicate, to help one another continue to practice and really learn.

Review - DeliverIf you have done everything needed in the Define, Design and Develop stage the lesson should be able to almost deliver itself

Be sure to add value to the program – know your subject better than your learners

Add more value! Be a tutor, a mentor, a coach ... make yourself availableModule 5Manage

Learning Objectives - ManageAt the end of this module you will be able toUse the Best Practices we currently have when managing a course developed for adults

5. ManageEvery program has limitations which are simplyCreative Opportunities to ManageTime for development is always in short supplyThe need to provide some adults with more help than others is always a time management issueMoney … staying within budget is a like a Zen koan … I have no idea what that means I just know it’s hard to do

5. ManageThe amount of knowledge to be transferred is best broken up into many shorter pieces Charles Dickens knew that when he serialized his novels and created “The Cliffhanger” at the end of every episode The Cliffhanger is actually a good way to end each 10-minute ‘courselet’ … make them want to come back for more …

Review - ManageIf you follow the D4 steps, you’ll find that the pieces quickly fall into place

Just remember to keep your eyes on the knowledge you want to transfer from your brain to theirs … remember to build the webModule 6Measure

Learning Objectives - MeasureAt the end of this module you will be able toUnderstand why the standard measurements used for adult learning are outdated and close to uselessUse the new metrics that show you how much of the learning people have “adopted and adapted” over time.

6. MeasureWhich of the follow sentences are not a good measure of a course for adults

6. Measure“Everyone showed up and stayed to the end”

6. Measure“Be honest …they had no choice!”

6. Measure“They all applauded when we were finished”

6. Measure“Another way of saying thank goodness it’s over!”

6. MeasureThe only good measure is to observe what was learned – during AND after the programFor example, a survey done 6-8 weeks after the program is a good way to measure the impact

6. MeasureWhy?You are not measuring how well anyone did during the program , but how much each individual learned, and whether or not they are using it

6. Measure A longer timeframe is always a better measure of how much the learning is really being used.Ashortertimeframe is not as good since it can only measure how much learning was memorized, and then regurgitated on a test

6. Measure Question: Remember all those tests you passed when you were in school? How many of them could you pass right now?

6. MeasureThis is all about the “E” in CBE – Experiential

6. MeasureThis is all about the “E” in CBE – ExperientialGuess What? Experience is the best teacher after all

A New DefinitionHere’s a new definition of learning to remember when you measure the effectiveness of your program

Learning (verb)Learning is the ability to adopt and adapt what you know and can do under an ever-changing variety of situations.

Remember to RememberNote: There will not be a test at the end so try and remember to remember

Review - MeasureThe only important outcome of a program to be measured is how well the learner has adopted and adapted the lessons over time

How Adults Learn

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How Adults Learn