Instructional design/Adult learning/Choosing Methods for a Presentation
| Instructional Design: Homepage | Choosing Methods for Adult Learners | Adult Learner Characteristics | Instructional Methods | Choosing Methods | Wrap up and Extension | Resources |
Choosing Instructional Methods
[edit | edit source]When putting together an instructional presentation
- take into consideration the characteristics of adult learners,
- choose instructional methods that are appealing and effective with adult learners, and
- choose instructional methods that match the content you want to teach.
For example, if participants need to learn how to complete a form - give them the form to complete, don’t give them a lecture! If you want participants to solve a problem – give them a scenario, let them work it out in a group, or have them role play the situation.
Case Examples
[edit | edit source]Here are two examples of presentations and how the instructor matched instructional methods with adult learner characteristics and instructional content:
Worker Safety
[edit | edit source]Mike is a county sheriff who has been asked to give a two hour presentation on basic safety and self-defense for case managers in a social service organization. Case managers in this organization go into the homes of families and work with them on a variety of issues including addiction, parenting skills, and mental health management. Mike wants to demonstrate some of the physical signs workers may see in a client that are cues of escalation that may lead to violence. Mike also wants to demonstrate some simple self-defense moves a worker can use if physically attacked. Mike would also like to have participants role play an attack with him so they can practice using the moves. In order to keep the presentation realistic and relevant Mike wants to use several Case Scenarios based on real cases he was involved with. He plans to describe the case and ask the participants questions about what they would do in that situation. Mike knows that this is an important topic to participants and so he makes sure to leave time at the closing for a group discussion directed by the participants regarding any of the materials in his presentation.
Content:
- Safety and self-defense strategies
Adult Learner Characteristics taken into account:
- Self-concept
- Readiness to learn
- Orientation to learn
- Motivation to learn
Instructional Methods used:
- Demonstration
- Role play
- Case scenarios
- Group discussion
Court Documents
[edit | edit source]Carey is an attorney that has been asked to give a two hour presentation to child protective service (CPS) workers on the content entered in two common legal documents that are submitted to the court. The content in the court documents is entered into a piece of software by answering screen prompts; the software then generates the completed form. One challenge Carey faces is that she will not have access to the software during the training.
Carey knows that CPS workers are frequently nervous about completing court documents and this training will help prepare them, so she knows her participants will be ready to learn. Carey knows that adults want to see how the information is directly connected to how they can use it so Carey includes screen shots of the software in the materials and uses real cases to demonstrate what content to include. Carey knows that adults want to direct their own learning so she plans to present the materials in small sections and allow participants time to ask questions and direct where the learning will take them. Carey knows that the participants will likely be motivated to learn if the information she provides can help them with the cases they are working on. Before the training Carey collects information on some common themes of CPS cases to use as case studies for the participants to work with as a team project.
Content:
- Court documents
Adult Learner Characteristics taken into account:
- Self-concept
- Experience
- Readiness to learn
- Orientation to learn
- Motivation to learn
Instructional Methods used:
- Demonstration
- Case studies
- Team project
- Group discussion
Practice Activity
[edit | edit source]Now it’s time to practice your skills. Imagine you have been asked to teach the courses below. Read the course descriptions and choose instructional methods to present the content that address adult learner characteristics and match the type of content. Identify the adult learner characteristics your presentation takes into account and identify the instructional methods used. Write your ideas down on a piece of paper. When you are finished click on the corresponding link to show the ideas of an expert.
Beginning Quilting
[edit | edit source]This class is an exciting introduction to quilting for new quilters! In this two hour class you will learn basic quilting skills such as how to read a quilt block pattern, how to cut quilt block pieces out with a rotary cutter, how to sew a quilter’s quarter-inch seam, and how to construct a simple quilt block. You will have several simple projects to choose from to learn these skills. You will need to bring your own sewing machine, rotary cutter, quilter’s ruler, and five fat quarters of coordinating fabrics from your stash.
| Beginning Quilting Expert Response |
|---|
|
Beginning Quilting “Expert” Response:
|
Flora Photography
[edit | edit source]This class will give photo enthusiasts the opportunity to photograph still shots of flora in the county park conservatory and formal garden while receiving instruction from a professional photographer. This course will include access to the conservatory, a group lecture, and both one-on-one and group instruction. This program is designed for people with some basic cameral knowledge. Participants will need to bring a digital and/or a 35mm camera.
| Flora Photography Expert Response |
|---|
'''Flora Photography “Expert” Response:''' * Participants in this course will have some '''experience''' with photography as it is required for registration. Begin the class by asking participants to introduce themselves and talk about their photography experience. Relate back to this experience when describing and demonstrating specific camera techniques. *Participants are '''choosing to take this course''', likely because they have an interest in learning more about taking quality photographs. Offer several different options for plant types and locations for taking photographs while teaching one-on-one so participants have some '''choice and control over directing their learning'''. *Explain (lecture) the main points of how to take quality photos of flora – then '''demonstrate''' with the camera and by showing examples of your work. If possible, show examples of photos that turned out well and photos that could be improved with simple adjustments. Allow time for '''questions''' and '''group discussion'''. *Adults want to apply their new knowledge immediately –allow participants to '''immediately apply and practice''' their new camera skills in the garden and conservatory while providing feedback. Use '''group discussion''' when giving feedback in small groups, and '''demonstration''' when giving feedback one-on-one. '''Content:''' *Photographing flora '''Adult Learner Characteristics taken into account:''' *Self-concept *Experience *Orientation to learn *Motivation to learn '''Instructional Methods used:''' *Lecture *Demonstration *Group discussion *Project (practice) |
Next Steps
[edit | edit source]Now that you have had an opportunity to practice recognizing and addressing adult learner characteristics through choosing appropriate instructional methods you are ready to start putting things together. The next step in the lesson will get you on your way.
Click Wrap up and Extension to continue.
| Instructional Design: Homepage | Choosing Methods for Adult Learners | Adult Learner Characteristics | Instructional Methods | Choosing Methods | Wrap up and Extension | Resources |