Presentation Pointers

Did you know that adults as learners with special needs?

When we were children, and we went to school every day through our classroom teachers and all basically the same way. It 'really does not matter if you are a student of vision, hearing a student or a kinesthetic learner. The teacher has almost everything he / she feels most comfortable doing. Times have changed and teachers are more aware of learning styles now, and other issues for childrenlearning.

But the principles of adult learning is still relatively new for most people. If you are a speaker, and you need training for the groups you speak, is for you.

In the first a little 'history. Malcolm Knowles is considered the "father of adults, even if the topic was discussed and reviewed during a century earlier.

Knowles' assumptions that adults are:

A) move from dependency to self-direction;
2) establishtheir reservoir of learning experiences;
3) is ready to learn when to accept new roles and
4) to solve problems and new knowledge is immediate.

In his book, The modern practice of adult education: from pedagogy to "think" Knowles against the perception that adults are not able to learn: "… the rapidly accelerating pace of change in our society to prove this theory more appreciated. Facts learned in youth have been inadequate, and in many casesin fact false, and skills of young people has become the new technology obsolete. "

The phrase "seems to be for self-learning for people of all ages, in contrast with the term" pedagogy ", which provides teacher-directed learning to say. In practice this means that if adult education, the process comes before content.

Knowles may not have invented these notions or concepts, but he was the first to combine a theory organized. MOREadult learning theories were developed by Knowles time ', so good. Here is an overview of adult principles will greatly increase your understanding of how and why adults learn. This allows you to customize your presentations and training more effectively to the groups you serve.

Before Adults are autonomous and self-directed

Adults determine what, when, why and how to learn. Speakers / trainers should be allowed to keep some 'adult closetheir own learning. Here are some ways to help:

* Ask participants what they already know the topic and what they learn. Find out what are their goals for being there.
* Share your calendar and ask for input. This can lead to measures of seminars to better meet the needs of the group. You may find you spend more time on certain subjects than he had expected, and less on others. Be flexible.
* Acting as intermediaryleads the group and promote their own conclusions, rather than force-feed to get the information in a lecture format. Let them be responsible for their own learning.
* Do your research on team and organizational needs in advance so you can use a combination of information to their perceived needs and real needs.

According Adults have a lifetime of knowledge and experience they receive light

Adult students can be a valuableresource for you as an instructor / speaker. It 'also important for them to join the stock market had experienced past lives. Here's how the majority of your audience's experience and knowledge.

* Do not assume that participants are "tabula rasa" and know nothing on the subject. Nothing is more offensive to a speaker in a lecture starts, without first finding information on the needs and the public. Do your research and ask the first to find out whatalready know.
* If necessary, ask the public to share their experiences and develop activities that will appeal to them for their experience, for example for use in small group discussions.
* Prepare the activities of their choice, so that learning can be a better fit at the individual level of your participants.

Third Adults must learn relevance

It is important for adults, have something relevant and applicable to real life is to learn if it is work-relatedor in person. Here's how to participate with the public.

* Identify the learning objectives and ask participants to share their goals.
* Discuss and ask for a portion of real world applications on your topic.
* Avoid giving a seminar or presentation of the theory.

In his book "Maestro" that Sylvia Ashton-Warner to discuss the relevance of his work as a teacher of Maori children. Remember trying to teach them to read textbooks with pictures of Europeand language, they mean nothing. When he started working in their own language, culture and experiences to teach them to read, are in bloom. Relevance is the key to education for people of all ages.

Fourth Adults are motivated to learn from both external and internal factors

And our children, many of us are not motivated to learn something other than our parents and teachers reward and punishment.

As adults, there are many reasons to continueLearning:

* This is a requirement for a job
* We want to make new friends and contacts
* For professional development and promotion
* Boredom flag
* We are interested in a particular subject and want to learn for fun
* A better environment for our children and families to create

. . . and the list goes on.

As an instructor / speaker, it is important that the many reasons why the competitors are in your seminar to understand. They can notThere is a choice example. Ask them why they came and what they hope to emerge from this experience.

Since it is important to understand what motivates the participants to learn is also important to understand that boundaries can be at their learning:

* Worried about the economy
* Time constraints
* Child care issues
* Relationship problems (one partner feels threatened by a strengthening of others)
* Lack of confidence in the ability to learn (some people grew to believewere not good at school, and carry with them forever at)
* Uncertainty about the intelligence
* Concerns about the practice and relevant

. . . and the list goes on!

Understanding the motivations and obstacles you face, the participants can help as an instructor to know the best way to minister to them by increasing their motivation for learning.

Students fifth adult ego sensitive

Many of us in life, they are afraid ofjudgments appear incompetent. As children are encouraged to explore, ask questions and learn about the world, but somewhere along the way, was that we took. Many adults have mixed feelings about teachers, schools and structured learning.

Some people go very far for their inability to read to hide, for example, or a lack of understanding of the duties of his job.

An instructor / speaker must be aware of these problems and build confidence in dealing with studentsrespect, sensitivity and respect.

* Allow participants' confidence by practicing what is learned in small groups before large group of building
* Use positive reinforcement to encourage participants
* If sensitive issues are being discussed to create a safe space, maintaining confidentiality and allows participants to "pass" as something that would prefer not to talk about
* Provide activities that have a low risk before going to workwith a higher risk or greater confidence
* Acknowledge the participants' previous life experience and knowledge allows them to voice opinions and participate in classroom management

A loudspeaker as she believes he / she knows more than anyone else in the room asking for problems and create a learning environment that discourage.

Sixth Adults are practical and targeted to the problems and want to apply what they learned

Probably the most important outcome for adults to becan apply their learning to their work or personal life – immediately. Help ease as follows:

* Use examples to help them see the connection between classroom theories and practical applications
use activities * Problem-solving as part of the learning
* Create an action or task lists of participants
* Helping students learn to transfer the daily practice, providing follow-up coaching or mentoring
* Create an experience-basedenvironment following a cycle of experiential learning

This is just a brief overview of the principles of adult education. I hope that some of the tips of these items have been found to be useful.

At the simplest level, a tendency for adult self-directed and based on the individual needs of the person and life experiences. Follow these tips when working with adults, and you're on your way to creating a truly effective learning experience.

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