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Adult Learning Process Utilizedin ALS

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Adult Learning Process Utilizedin ALS

Uploaded by

Ma. Rosa mayores
Copyright
© © All Rights Reserved
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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ADULT LEARNING PROCESS

UTILIZED IN ALS: EXPERIENTIAL


LEARNING APPROACH (4AS)

Educ. 210
Jeneth M. Ma. Rosa C. Maria Vaniza
Loreno Mayores Madrideo
How does
Learning
Process Work in
ALS?
The learning process in the
Alternative Learning System
(ALS) is designed to meet the
unique needs of diverse
learners. It offers a flexible and
learner-centered approach,
making education accessible to
those who may not thrive in a
UNDERSTANDING
ADULT LEARNING
CHARACTERISTICS OF ADULT
LEARNERS:
• Self-directed and motivated by internal
factors
• Bring prior life experiences to the learning
process
• Prefer learning that is practical and
relevant to real life
• Seek problem-centered rather than
content-centered learning
ANDRAGOGY
VS. PEDAGOGY
ANDRAGOGY (ADULT LEARNING)

• Learners are autonomous and self-


directed
• Learning is experience-based and
focuses on problem-solving
• Motivation is often intrinsic (e.g.,
personal goals, career development)
PEDAGOGY (CHILD LEARNING)
• Learners rely on the teacher's
guidance and direction
• Learning is often content-based,
with a focus on knowledge
acquisition
• Motivation can be extrinsic (e.g.,
rewards, grades)
WAYS ON HOW
ADULTS LEARN
WAYS ADULTS LEARN

Adults expect to be treated with respect &


Recognition
Adults want principal solutions to real-life
problems
Adults can reflect on and analyze their own
experiences
Different adults have different learning
styles
Adults can be motivated by the possibility
of fulfilling their personal needs and
aspirations
WAYS ADULTS LEARN

Adults need the support of their peers in


their learning
Adults need to communicate their feelings
in culturally appropriate ways

Adults are capable of making their own


decisions and taking charge of their own
development
WAYS ADULTS LEARN BY
KELLER (1987)
Learning Program should be ATTRACTIVE

Learning Content should be RELEVANT

Learning should stimulate development of


CONFIDENCE

Learning should result in learner’s


SATISFACTION
ACTIVE LEARNING
STRATEGIES
Active learning, according to
Charles Bonwell, is any
strategy “that involves
learners in doing things and
thinking about the things they
are doing.”
ACTIVE LEARNING STRATEGIES

Demonstration
• A practical presentation of a process or
procedure or skill which is designed to
illustrate theoretical principles, concepts
or ideas.
Role play
• is a method of acting out an
imaginary but real life situation
ACTIVE LEARNING STRATEGIES

Project-Based Learning
• learners apply what they have
learned through a project or 3-
dimensional output
Dialogue Journals
• a formal repository for personal
learner writing that can be used
to promote reflection, synthesis of
lessons/topics
ACTIVE LEARNING STRATEGIES

Case Studies
• learners are required to
investigate, analyze, synthesize,
solve problems, and evaluate various
Brainstorming
viewpoints on the issue
learners are invited to quickly and
freely generate ideas/ responses to
issues/ problems/topics
ACTIVE LEARNING STRATEGIES

Buzz Session
• group is divided into small groups
to discuss a particular issue/problem

Concept Mapping
• Allows learners to visually
represent connections and
relationships between concepts/
ideas and information.
ACTIVE LEARNING STRATEGIES
Clarification Pauses
• after a 10-15 minutes of lecture,
learners are given an opportunity to
ask the facilitator a question in an
informal
Think situation
–Pair-Share
• learners individually think for a
moment about a question posed in
the lecture, pair up with a co-learner
and after shared with the entire
ACTIVE LEARNING STRATEGIES
Jigsaw Method
• Each learner works on one
partcollaboratively with other
learners to combine the various parts
to complete
Learner’s the whole
debates/ task. panels
discussion
• offers opportunity for verbal
presentations of views and
arguments
ACTIVE LEARNING STRATEGIES

Carousel Brainstorming Exercise


• learners working in cooperative
groups write their responses to a
question, moving from poster to
poster at time intervals.
The 4A’s Cycle
ACTIVITY

-describes the structural


experiences designed to
engage the learner in
actively dealing with the
concepts to be learned.
(direct or vicarious)
ANALYSIS
(REFLECTIVE FEEDBACK)
- it describes the process of inquiry into the
results of the activity.
Øreflective questions (feelings of
learners about the activity)
Øpersonal insights will be evoked,
processed or discussed
Ølearning gained will be connected
to the main lesson
ABSTRACTION

- describes the generalization that


will be derived from the activity
and analysis. It includes the
theory inputs, lecturettes, or
other activities which explain,
integrate and recapitulate the
various concepts covered in the
APPLICATION

- it describes the various activities


directed at the learner’s need to
transfer the insights and
generalizations which were
surfaced during the analysis and
abstraction stages of the learning
process into their real-life
Example:
Lesson: Proper Waste
Management
ACTIVITY:
Divide the participants into
working groups. Each group will
make a new product out of waste
materials.
ANALYSIS:
Key questions:
1.How do you find the activity?
What do you feel about the activity?
2. How were you able to create a new

product from the waste materials?


3.Was it difficult? Easy? Why?
4.How can we make use of waste
materials
5.What did you learn from the activity?
ABSTRACTION:
- inputs/concepts on
proper waste
management
- benefits of recycling

What is the lesson all


about?
APPLICATION:
Each learner will write a
short essay on how he/she
will manage the waste
materials at home.
ALS SESSION
GUIDE
"Adult learning is a
lifelong journey of growth,
where every experience
becomes a lesson and
every lesson shapes a
better future."
THANK YOU

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