How Adults Learn
Each of us learns differently. There are a wide variety of models defining different learning styles, but the important thing to remember is that none of your students is exactly alike in how they process and incorporate new information and skills. The more you can address these different styles and preferences into your lesson planning, the more successful you - and your students - will be. Just as we take into account student age, class size, knowledge or skill level, and classroom environment in our planning, we also look for creative ways to accommodate different learning needs and styles.
Learning Styles
This particular model refer to our senses and how they affect the way we absorb information. Although we all use these styles at one time or another, most of us tend to prefer one sensory style over another. As an instructor, it helps to know which styles work best with your students, but you’ll want to incorporate all three into your content. For instance, I'm a visual learner. Give me a textbook or instruction manual. A lecture is okay as long as you give me a class outline to follow. Instead of a test, ask me to prepare a PowerPoint to demonstrate what I have learned.
Visual
About 35% of us prefer this style. Visual learners like to see things like videos, charts, photos and models. Visual learners often like to take notes and usually want written materials.
Auditory
About 25% of us prefer this style. Auditory learners actually like lectures and may want to record the class for later study. During a demonstration, be sure to provide a verbal description for them.
Kinesthetic
About 40% of us prefer this style. Kinesthetic learners want to touch, feel and manipulate things. They may be less attentive during lectures or videos, so incorporate some hands-on activities or pass around objects for them to feel.
Hear, See, Do
An easy way to remember how to incorporate different learning styles into a skills-based class is the Hear, See, Do model. Present the class content orally through a lecture or video. Next, explain and demonstrate what you want students to be able to accomplish. And lastly, have students practice the skill while you provide guidance and feedback.
Bloom’s Taxonomy of Learning Domains
Think of these as categories. As trainers, our goal is to help learners acquire new skills, knowledge and/or attitudes. When planning your class or presentation, use these domains to develop your goals, objectives and outcomes.
Cognitive: mental skills (knowledge)
This is the part or domain that involves the mind and the intellect. It deals with thinking, and knowledge, and the ability of a person in intellectual pursuits. This domain might include customer development, problem-solving and diagnosis, appraisal and evaluation, history, design, etc.
Affective: growth in feelings or emotional areas (attitude)
This is the part that deals with a person and how they act and feel. Emotions, and feelings, and different behaviors such as a person's individual attitude are characteristic of this domain. An example of a PTG class with objectives in the affective domain might include an RPT exam orientation designed to encourage students to take the exam, or have more confidence in their skills.
Psychomotor: manual or physical skills (skills)
This deals with the physical realm, manual skills, actions and physical skills. Not surprisingly, many PTG classes include content that is primarily focused on learning in the psychomotor domain. Examples include not only skills that are directly used in working with pianos, but also such skills as organizing your tools and learning to use different types of technology or software.
Check future blogs for teaching strategies you can use to maximize learning and student assessment tips.