Information networks on linking schema for better retention to past learning and to future – application) Nonconscious learning (AL techniques work with more of the mind, maximizing the natural potential for learning) Learning cycles (chunk into short learning segments) Multisensory input (VAK; enhances information processing and provides reinforcement through other channels) Learning readiness state (calm, relaxed state – physically and mentally) Summarize Silver and Use the Myers-Briggs Type Indicator across Hanson’s learning style (S-N) and thinking-feeling (T-F) modalities inventory and how it ST: want specific information and to know what’s applies to training right and wrong. They need immediate feedback & delivery. lose interest if pace slackens/content doesn’t seem useful. Learn well with repetition and real experiences NT: Logical, analytical, and skeptical. They are independent workers who reason and hard evidence. Thrive on challenge & being creative. Relevance is important. Can be persistent when motivated/engaged. SF: Need to relate learning to personal experience. They like to cooperatively and are trusting and collegial. Harmonious relationships may be more important than content mastery. Sensitive to approval and disapproval. NF: Look for patterns to guide them and connections to prior learning. Tend to value aesthetics and originality and uniqueness. Respond well to flexible learning environment. Can have trouble organizing time. Need to be shown big picture. Easily bored with routine. List two factors that may Psychological affect the speed at which Environmental adults learn. Emotional Sociological Physical Intellectual and experiential Age List two considerations for Learning styles vary so training delivery styles must vary as identifying training and well! presentation styles. Awareness of style differences:
Information networks on linking schema for better retention – to past learning and to future application) Nonconscious learning (AL techniques work with more of the mind, maximizing the natural potential for learning) Learning cycles (chunk into short learning segments) Multisensory input (VAK; enhances information processing and provides reinforcement through other channels) Learning readiness state (calm, relaxed state – physically and mentally) Summarize Silver and Hanson’s learning style inventory and how it applies to training delivery. Use the Myers-Briggs Type Indicator across (S-N) and thinking-feeling (T-F) modalities ST: want specific information and to know what’s right and wrong. They need immediate feedback & lose interest if pace slackens/content doesn’t seem useful. Learn well with repetition and real experiences NT: Logical, analytical, and skeptical. They are independent workers who reason and hard evidence. Thrive on challenge & being creative. Relevance is important. Can be persistent when motivated/engaged. SF: Need to relate learning to personal experience. They like to cooperatively and are trusting and collegial. Harmonious relationships may be more important than content mastery. Sensitive to approval and disapproval. NF: Look for patterns to guide them and connections to prior learning. Tend to value aesthetics and originality and uniqueness. Respond well to flexible learning environment. Can have trouble organizing time. Need to be shown big picture. Easily bored with routine. List two factors that may affect the speed at which adults learn. Psychological Environmental Emotional Sociological Physical Intellectual and experiential Age List two considerations for identifying training and presentation styles. Learning styles vary so training delivery styles must vary as well! Awareness of style differences:
Delivering%20Training%20Study%20Guide.docx