Adult Learning Theory

A compilation of the best in:

• Brain Theory
• Types of Intelligence
• Learning Styles
• Teaching Strategies
• Self Assessment
In any new situation or experience,
the brain asks two questions:
I wonder what this is about?
How can I use it?
Principle #1: Each Brain Is Unique

Teaching Implication: 20 students, 20 different

brains!

Teaching strategy:
Provide instruction that allows all students to
express and practice visual, tactile, and/or
auditory learning preferences.
 Principle #2: Emotions Are
Critical To Learning

Teaching Implication: You cannot separate emotions from

learning.
The affective (feelings) and cognitive thinking) domains are
linked.
What we learn is influenced and organized by feelings and
attitudes. Fear, threat, shame, stress are not effective
teaching tools.
Teaching Strategy:
A safe, supportive, creative learning environment is KEY!
Principal #3: Learning Engages The Entire
Physiology

Teaching Implication: learning is as natural as breathing.

It is possible to inhibit & limit learning or facilitate learning.
Anything that effects our physical functioning affects our capacity
to learn.
What we fuel the body with influences our capacity to learn.
How we burn that fuel also influences our capacity to learn.
Good nutrition, Regular meals, Exercise, Reducing stress,
Restful sleep, Play and Relaxation…
all improve the ability to learn
Teaching Strategy: Create an environment that supports the body.
Use specific techniques, such a deep breathing to calm & focus, or
marching in place to activate & integrate, guided imagery to set
intention & goals.
Principle #4: The Brain Is Curious
It needs to Know. Naming and
Meaning Provide Structure.

Teaching Implication: The search

for meaning is innate. The brain
is a parallel processor. It registers
the familiar and simultaneously
looks for the novel.

Teaching Strategy:
Provide a safe and creative
learning environment that is stable
and consistent as this provides
familiarity.
Incorporate opportunity for
discovery, challenge and novelty.
Principle #5: The Brain Is a Pattern Maker
it searches for and organizes information into
patterns

Teaching Implication: Learners are patterning all the time.

You cannot stop the process.
HOWEVER
Teaching Strategy: You can influence the direction of the patterning by giving
the students the opportunity to link prior knowledge and experience to the
material to make the information more meaningful, useful and personally
relevant.
Principle #6: The Brain Is A Parallel
Processor
The brain ceaselessly performs many functions simultaneously 24/7

The Brain Is Control Central

Thoughts, emotions, imagination, predisposition, memory, movement, function all operate
concurrently.

Teaching Implication: No one method, techniques or strategy can encompass the variations of
the brain.

Teaching Strategy: What To Do?

Invite

Orchestrate

Facilitate

Coach--Mentor
Principle #7: The Brain is Sectional,
Integrated, Separate but Related.
The Brain Processes Parts and Wholes Simultaneously.

Teaching Implication:
• Learning is cumulative and developmental.
• Parts and wholes are conceptually interactive.
• They derive meaning from each other.

Teaching Strategy: Link student’s prior knowledge and experience to

learning objectives.
Principle #8: We Have two types of
memory that serve Learning.
A spatial system, which is the working memory.

A rote system for procedural learning & memorization.

Teaching Implication: Over emphasize on the

memorization and recall of unconnected facts is an
efficient use of the brain. Memorization without
application inhibits understanding and the
development of critical thinking skills.

Teaching Strategy: Practice instructional strategies, which

foster the students assessment, development,
retention and application of new knowledge.
Principle #9: The Brain Understands And
Remembers Best When Facts And Skills Are
Embedded In Natural Spatial Memory, The Working
Memory.

Teaching Implication: Successful learning depends

on using all the senses: auditory, visual,
kinesthetic, olfactory and immersing the learner in
a multitude of complex and interactive
experiences.

Teaching Strategy: Use lots of relevant real life

references that your students can relate to. Link
an activity to the learning by incorporating
metaphors, role-play, music, visual imagery,
poetry, drawing and/or collage.
Principle #10: Learning Is Enhanced
By Challenge And Inhibited By Threat.
Teaching Implication:
When the brain perceives threat, it “downshifts”, causing portions of the
brain to function below par.
This “downshift” creates a feeling of helplessness, narrowing of focus, loss
of concentration, and less flexibility within the person.

Teaching Strategy:
Provide a consistent, supportive, non-threatening environment that is
conducive to learning.
Use praise, thanks, support, recognition and more praise.
 Dale’s Cone Of Learning
Experience and Learning

We Tend to Remember
Our Level of
P
Involvement
10% of what we read a
20% of what we hear s
Verbal receiving s
i
30% of what we see &
v
hear
Visual Receiving e

70% of what we say

Receiving & A
Participating c
90% of what we say & do
Doing t
i
v
e
Learning Modalities
A learning modality is a
“mode”, “manner” or
“channel” through
which is information is
inputted, recorded,
stored and accessed in
the brain. i.e. visually,
auditorally, tactually
and/or kinesthetically.
VISUAL: See, Look, View,

Watch, Observe.

“Do you see what I mean?”

“What it looks like to me is…”

“Look at it this way…”

AUDITORY: Hear, Listen, Sound.

“Do you hear what I am saying?”

“Let me put it a different way.”
“You are not hearing me.”
TACTILE/KINESTHETIC:

Touch & Feel/ Do, Movement, Act.

“I need to get a handle on things.”

“Let me show you. “
“Give me a hand, will you?”
“Let me do it. “
“Can I try my hand at it?”
The Visual Learner

Right Brain Dominate Left Brain Dominate

An Introvert An Extrovert
The Reader The Observer
• Prefers to learn by reading, not • Scans everything. Wants to see
listening. things; enjoys visual stimuli.
• Reads during free time; reading • Stores visual images-and good at
material always available. recalling visual images.
• Magazine subscriptions, book clubs. • Enjoys shapes, colors, patterns, maps,
• Prefers new information in print. pictures, and diagrams.
• Studies by reviewing notes or • Can recall words after seeing them a
few times.
• skimming text. • Does not enjoy lectures.
• Excellent recall of material that has • Daydreams: A word, sound, smell
been read. causes vivid recall & mental
• Good at homework assignments. • wandering.
• Prefers to study alone. • Can vividly describe the details of a
• Remembers addresses or phone scene/ event they observed.
numbers better if they see it in writing.
• Likes to work on puzzles & workbooks.
 The Auditory Learner

Left Brain DOMINATE Right Brain DOMINATE

An Introvert An Extrovert
The Listener The Talker
Prefers lectures to reading assignments. The Interactive Learner
Good at remembering verbal Prefers to discuss ideas & concepts.
instructions/directions-even it they are Often repeats or re-states, aloud what has
written down. been said.
Likes to listen to stories, poems, music and Asks immediately after assignment given,
tapes. “What is the assignment?”
Seldom takes notes or writes things down. Remembers an address or phone number
Often repeats what has just been said. by saying it aloud.
Talks to self, thinks aloud. Often needs to think aloud-thoughts must
Often move lips while reading. be verbalized.
Likes out music. Needs a chance to reflect.
Likes to study with a background noise: Likes brainstorming.
TV, radio, and music. Likes to perform... stage, skits, role-
Usually has a good ear for music. playing, charades, plays, drama, and
musicals.
Likes live music, concerts, and plays. Likes social activities, parties.
 The Tactile-Kinesthetic Learner

Right
Left Brain
BrainDominate
Dominate
An Extrovert
Introvert
Tactile-Touching
Kinesthetic
• A toucher, hugger. Body Centered/Movement
• In touch
The “Doer”.with self & feelings.
•• Needs
Needstotoget up and
touch, move around
handle, in order to process
and manipulate information.
materials, objects …especially while
• Reads using their
learning/studying. finger to follow the line. Underlines.
•• Talks
Goodwith whole body,
at drawing uses hands, animated.
designs.
• Good a reading body language.
• Often doodles while listening.
• Likes performing, charades, acting.
•• Often
Good at“hugs’ self& while
activities listening
skills that or concentrating…strokes
are body hands,
centered: sports, mechanics, usingarms
tools.or
•• clothing. Rocks, activity:
Often into physical sways, "motors".
hiking, jogging,
•• Likes
Do notcomputers.
like a “desk job”.
• Standsthrough
Learns close during
movement.conversations.
Four Cognitive Levels Of
Association
Concrete…the actual cup… the EXPERIENCE of the actual object
known as a cup.

Three dimensional picture

Symbol

Word…….”Cup”

TEACHING MOMENT: When presenting a concept or idea consider the metaphors,

analogies, examples and comparisons you use.
For the concept to take hold in the mind of the student, they need to have a point of
reference that is based in experience.
You cannot teach a concept if there is no experience associated with the ideas.
There needs to be an experience stored in the mind.
The Four Phases of the Learning Process

INPUT ORGANIZE STORE RETRIEVE

Decoding Encoding: Rememb Using:
Taking Making ering: Recalling,
In sense of the Long term Doing,
information. memory Performing,
Information
Comprehend Reflecting
ing.
The Four Phases of the Learning Process

Learning
Modality Input Organize Store Retrieve

V
Reads Use graphics or charts Review material & Use
information.,O to remember sequence notes.,“Hook” Mnemonics.,Prepare
bserves.,Visual and important information a written report.,Take

I izes scenes,
people, and
points.,Use “mind
map”.,Outline.,Identify/
to,previously
stored / learned
a written
exam.,Visualize first,
objects.,Reads write main idea. ,List information.,Written then write or
S & outlines or
takes
main points. rehearsal.,Color
code important
explain.,Look for the
patterns.,For spelling,

U
notes.,Underlin points.,Develop write the word to see
e, use a graphics & if it looks
highlighter.,Col charts.,Answer: correct. ,Use the

A or code
important
“How would I use
this information?”
same style to recall
as in rehearsal
points and/or studying.
L
The Four Phases of the Learning Process

Learning
Modality Input Organize Store Retrieve

A Use
cooperative
Restate/repeat incoming
information to
Use music &
rhythm.,Oral
Give an oral
presentation.,Tell &
U learning
activities.,Read
self.,Review information
in sequential order.
rehearsal.,Listen,
repeatedly to
role-play to
demonstrate
D aloud and sub
vocalizes.,Repe
Discuss.,Cooperative
learning
previously taped
information.,Orally
lesson/task/situation.
,Discussion
I at (either
aloud or sub
activities/strategies.,Self
talk.,Create oral
recall & “hook” new
information into
activities.,“Talk
through” to self to
T vocalize).,Rest
ate.,Listen to
mnemonics. stored
information.,Orally
retrieve information
and talk self through
O lecture. Tapes
or
tell how information
might be
the task.,Repeat
mnemonics.,Sing,
R videos.,Discuss
ions.,Use
used.,Create oral
mnemonics.,Create
chant, rap, verse,
poem.,
Y listening
music.,Create
a verse, rap, poem,
and chant.,Answer:
oral “how would I use
mnemonics. this information?”
The Four Phases of the Learning Process

Learning
Modality Input Organize Store Retrieve
K
Handle/ Write/design or physically Use variety or tactile or Use a variety of same
manipulate model.,Take a break to movement techniques to retrieve as
objects while move/walk/reflect.,Use activities.,Repeat/rehear used to input & store
I reading, notes/flash cards, sentence se,Copy/write/re-do at information.,Write, draw,
listening, strips, fill in the blanks.,“Cut least three times.,Apply collage, and design.,Use
N observing. Move,
walk,
& paste” technique for
linking information. ,Role-
& use the information
through role-play.,Use
graphics/designs.,Manipu
late objects/stroking to

E “fidget/motor”
while reading,
play; walk through, model
the task or lesson
visual & tactile “tics” to
identify task with
recall information.,Role
play, model,
doing, information. touching or looking at talk,,Mnemonics.,Use
S listening.,Observ pre-selected demonstrations, build a
e/participate in a objects. ,“Hook” new model, and use body
T demonstration.,T
ake breaks (get
information into stored
information.
language. ,Use color-
coded flash /note cards.

E up if necessary &
move) at least
every 15
T minutes. ,Copy,
trace, design.
I Act, role-play,
walk through the

C task /lesson.
Teaching Tips: Meeting the
Needs of Adult LEARNERS
Instructional Strategies
Setting The Stage
• Provide consistent structure and orderliness.
• Employ organizational patterns that signal class has
started.
• Provide specific, concrete, and understandable
instructions.
• Have a lesson plan prepared.
• Be prepared to present instructions both orally and in
writing.
• Have materials organized.
Plan Instructional Strategies: what
strategies
will you use to:

INPUT ORGANIZE STORE RETRIEVE

Decoding Encoding: Rememberin Using:
Taking Making sense of g: Recalling,
In the information. Long term Doing,
Comprehending. memory Performing,
Information
Reflecting
Step One and Two of Five Step
Process Model of Instruction
Sequencing & Organizing
Information
Provide an anticipatory set that is linked to
the lesson object and engages all students.
Link students’ prior knowledge, learning and/or
experience to the lesson objective.
Break down lesson objective in a sequential
manner.
Make a clear transition from lesson objective to
instructional step of presenting the material, (see in
putting).
Presenting Material Instruction
Step Three of the Five- Step
Process Model of Instruction
Have material presentation timed so to insure adequate time for
instruction that ADDRESSES ALL learning styles.
Link students prior knowledge, experience and or learning to the
material being presented.
relate material to everyday situations when possible.
Make it concrete, (remember the “CUP”). Link to experience.
Checking for understanding includes more than asking questions and
students giving the right answer.
Provide opportunity to link to abstract and reflective learning.
Allow students to ascribe personal meaning. Why is this useful for them
to know? What is the pay value?
Be aware of your students responses and reactions to your pace & style of
instruction.
Are students sleeping, disinterested, side talking, bored, restless, drawing,
reading something else?
Be prepared to adjust your pace
and style to fit student needs.
Could This Be You ?
Are you talking too
much?

• Are you using yourself as a point of

reference?
• Are you telling too much of your story?
• Are you telling your students how to do
it based on your experience/learning
style/preference?
And if you are, then expect that
they will make every effort
To get you off topic & off the lesson plan.
To you tune out.
To look for ways to prove you wrong.
To want to argue/debate/discuss your story and
theirs.
Tell you why what you are telling them will not
work for them.
Ask your advice. Set you up.
Run the class.
What To Do?

Complete a lesson plan, stick with the lesson

plan. Use a variety of instructional
techniques, cooperative learning
strategies, multi media presentations,
adjust and pace your presentation.
Instructional Materials
Do Not Give
Provide handouts/worksheets
Out All that easy to read.
Distribute
The Resource
themSheets,
throughout
WORKSHEETS,
the lesson,Workbooks
pacing your
Atflow
Once.of reading, instructional or worksheet materials.
It is too distracting, too over-whelming.
Students will start looking at them, filling them out,
asking questions.
Keep them interested in what is coming next.
Use a variety of instructional materials
techniques to accommodate all learners.
Use multi-sensory strategies to reach
students with varied learning styles.
Provide opportunities or touching,
handling, acting, role-playing, repeating,
writing.
Use visual aids: video, graphs, pictures,
charts, collage.
Help students to visualize material. The
more the students can visualize and hear
what is presented, the better the material
will be understood.

Use: film, videos, charts, graphs, and

illustrations,
flip charts, pictures, the board, write on
it, draw on it.
music, poetry, word games.
Learning Strategies
Students learn how to learn.
Use such transferable learning strategies
as listening, para-phrasing SQ3R (survey,
question, read, and recite & review.)
note-taking methods.
memory strategies.
Sentence combining.
Word association.
Provide adults with problem solving
strategies to increase task
performance:
listening
questioning
attending to skills, (concentrating on the task)
self-monitoring to ascertain where there is a
break down in understanding.
Use teaching strategies to enhance
the storage of information:
categorize the information by: function,
size alphabetically.
comparing new information with known
information, and
organizing the information by
distinguishing what is important from what
is less important.
Use mapping, clustering.
Use teaching strategies to enhance
memory:
visual imagery
clustering or chunking information into units
color coding
mapping, and
verbally rehearsing information
practice
Use teaching strategies to aid in
the retrieval of information:
association
mnemonics
imagery, and
setting ideas to music/rapping, rhyming
Provide opportunities for students
to practice skills in multiple
settings with a variety of
materials, since many of our
students lack the ability to quickly
generalize and apply skills learned.
Accommodating & Modifications:
Make sure lesson plan timing allows for task completion.
Pair senior students with new students.
Pair low level readers with better readers.
Have test material read to student.
Keep worksheets and/or tests “do-able”.
Encourage students to write on every other line.
Encourage students to high light.
Allow adequate time for students to copy material from
the board or video.
Have key concepts posted about the room or on flip
charts.
Seven Different TYPES OF
Intelligence_________

Seven Different Ways Of

Knowing
Verbal-Linguistic Intelligence

Deals with words and

language both written
and spoken.
Musical-Rhythmic Intelligence

Deals with recognizing tonal

patterns, sounds, rhythms
and beats.
Visual-Spatial Intelligence

Relies on sense of
sight and ability to
visualize; includes
ability to create
mental images.
Can layer images in
the mind, make them
three dimensional.
Intrapersonal Intelligence

Relates to self-knowledge.
Relates to ability to self-reflect.
Metacognition: Deeper meaning.
Awareness of internal states of being.
Body-Kinesthetic Intelligence

Relates to physical movement,

coordination.
Brain and body connection integrated.
Uses brain’s motor cortex, which controls
bodily motion.
Interpersonal Intelligence

Has to do with person-to- person

relationships and communication.
Logical-Mathematical Intelligence

Deals with inductive and deductive

thinking, reasoning, numbers and abstract
patterns sometimes called scientific
thinking.
 Implications

Intelligence is not governed by what you

know. Intelligence is determined through
a more inclusive range of abilities;
including how you know and what you
learn easily such as information, talents
and/or skills that you have a knack for
acquiring and excelling in.