Module I –

Adult Learning Principles

RiderCoach Training R4/07 Module I – Adult Learning

1

Allotted Time – 60 Minutes

Materials Required

4 Post-It easel pads

4 Easels

Assorted colored marking pens

Participant worksheets for Module I: Learning Styles Modality Preference Inventory

Assorted balloons

Balloon pumps

Balloon exercise handout

Workshop Setup

�� If using Module I’s Powerpoint file, Slide #1 should be

displayed on the screen prior to the start of the session as

participants enter the room

�� Room should be arranged with 5 or 6 round tables – for 8

to 10 participants per table to facilitate small group

discussions

�� “Welcome Participants” greeting on white board or poster

Opening Remarks

2 Minutes

Introduce and validate self

Introduce topic

Set ground rules

Announce length of time for this session

Activity One: Discuss Module objectives and workshop rationale.

5 minutes

Instructor note: Show Powerpoint Slide #2 – Objectives

Selectively reveal each objective and have a participant read aloud

each objective as they are revealed. As an option, you can read the

objectives to the class, but this doesn’t foster participant

participation.

Introduce the module objectives and briefly discuss the format for

this module.

- Describe the differences and similarities between adults and

children as learners

- List characteristics of adult learners

- Describe how applying basic adult learning rules can maximize training effectiveness

Slide 1

Slide 2

Module I –

Adult Learning Principles

RiderCoach Training R4/07 Module I – Adult Learning

2

Instructor note: Show Powerpoint Slide #2 – Objectives

Selectively reveal each objective and have a participant read aloud each objective as they are

revealed. As an option, you can read the objectives to the class, but this doesn’t foster

participant participation.

Activity Two: Group Exercise: Vehicles For Delivery Of Training

10 Minutes

Step One

Explain that this activity will allow groups to describe training delivery as analogous to

transportation vehicles.

Instructor note: Each group should appoint an artist/ facilitator and a recorder, one of whom

will also report out at the end of this activity.

Step Two

Ask each group to draw on a Post-It easel pad

any vehicle the group chooses…automobile,

motorcycle, truck, train, airplane, etc. Allow

the groups ample time to complete their

drawing. Leave their posters up throughout

the remainder of the module.

Step Three: 5 minutes

After completing their drawing, team

members should next label the different parts

of their vehicle and explain how that part

relates to training. See examples in side box.

Step Four: 10 minutes

Individual group reporting. Have each group explain their drawing and the various parts they

labeled.

Activity 3: Describing the differences and similarities of adult and child learners.

5 minutes

Step One: 10 minutes

Explain to participants that this activity will focus on differences and commonalities between

children and adults in learning situations.

Some possible examples of vehicle parts relating to

training:

1. Headlights – show the way for trainers

2. Bumper – protect trainers from the all the

things that can go wrong in a training

program.

3. Handlebars – Allow the trainer to stay on

course or to change directions when the

need arises in a training program.

4. Motor/Engine – represents the power

driving a training program

5. Horn – Used to draw participants’ attention

back to the topic or situation at hand

Module I –

Adult Learning Principles

RiderCoach Training R4/07 Module I – Adult Learning

3

Instructor note: Show Powerpoint Slide #3: Selectively reveal

each of the five points on this slide and lead a brief discussion of

each point.

- Rely on others – Children depend on other people to give

them proper and correct information

- Accept Information – Children are very trusting of

information regardless of where it comes from

- Expect to use knowledge in the future – Did you ever say,

“Why do I need to know algebra? I don’t have any use for

it now!”

- Have little experience – Little or no background to draw on for interpretation of

information. “Good judgment comes from experience…experience often comes from bad

judgment.”

- Offer limited resources – Unless you need the clock reset on your VCR!

Instructor note: Show Powerpoint Slide #4: Selectively reveal

each of the five points on this slide and lead a brief discussion of

each point.

- Decide for themselves –Adults decide for themselves

what is important in a learning situation

- Need to validate information – Adults judge information

against their experience, training, and education

- Expect immediate use – How is this going to help me in

my job NOW?

- Have past experience – Information is filtered through this lens of experience

- Serve as a resource – Can assist others in the learning process by sharing their personal

experiences

Activity 4: Individual differences that affect learning

15 minutes

Step One: 5 minutes

Explain to participants that this activity will focus on personal differences that affect how a

person learns.

Slide 3

Slide 4

Module I –

Adult Learning Principles

RiderCoach Training R4/07 Module I – Adult Learning

4

Establish the point that:

“Everybody learns at their own pace in their own way. We’ll focus on a few of these

characteristics.”

Instructor note: Show Powerpoint Slide #5: Selectively reveal

each of the six points on this slide and lead a brief discussion of

each point.

- Intelligence Level and Educational Background – State that

no one, especially instructors, should never confuse

education with intelligence.

- Prior Knowledge & Skills – Some people will have more

experience than others in certain areas, especially in

motorcycle riding.

- Aptitude – Some folks grasp ideas and concepts faster than others

- Attitudes & Interest – One person may be more interested in learning to ride a touring bike

while another may only be interested in racing bikes

- Learning Styles – Point out that this leads us directly into our next exercise.

Step Two: 2 minutes

Instructor note: Show Powerpoint Slide #6: Selectively reveal

each of the three points on this slide and lead a brief discussion

of each point.

Step Three: 2 minutes

Poll the audience. Ask for a show of hands from the participants

who think they are primarily Visual Learners. Count the hands

and record the number on a flipchart page or whiteboard. Next,

ask for a show of hands from those who think of themselves as

primarily Auditory Learners. Record the number as you did for

the first poll. Finally, ask for a show of hands from those who think they are primarily

Kinesthetic Learners. Record the number. Explain that we will now find out how many

correctly identified their learning modality preference.

Slide 5

Slide 6

Module I –

Adult Learning Principles

RiderCoach Training R4/07 Module I – Adult Learning

5

Step Four: 5 minutes

Hand out to each participant a copy of Handout #1:

Learning Styles Modality Preference Inventory.

Pass out only the first page of the handout, keeping

the scoring sheet to pass out shortly. Ask the

participants to complete the inventory by reading

each statement and selecting the appropriate number

response as it applies to them. See instructions in

sidebox. You should only give the first two steps in

the instructions and then allow time for participants to

complete the survey. When everybody has completed

the survey, distribute page 2 of the survey and give

instructions 3 through 5 in the sidebox or read the

information on page 2.

Step Five:

5 minutes

Poll the audience again. Ask for a show of hands from the participants who scored highest as

Visual Learners. Count the hands and record the number on a flipchart page or whiteboard next

to the original poll number. Next, ask for a show of hands from those who scored highest as

Auditory Learners. Again, record the number next to the original poll number. Finally, ask for a

show of hands from those who scored highest as Kinesthetic Learners. Record the number next

to the original poll number. Compare the original poll numbers to the numbers indicated in the

modality survey. Ask if anybody was surprised by their survey results. Briefly allow discussion

along this line.

Activity 5: Hearing, Seeing, Doing

20 Minutes

Instructor note: Show Powerpoint Slide #7: Selectively

reveal each of the three points on this slide. Ask, “How

many of you agree with this aphorism?” Explain that we’ll

put this to the test in the next activity.

What I hear, I forget;

What I see, I Remember;

What I Do, I Understand

Step One:

2 minutes

Distribute balloons so each participant in the class has a balloon. Explain that you are going to

teach them how to make a balloon animal.

Instructions for Completing Learning Styles

Modality Preference Inventory:

1. Read each statement carefully.

2. Select the appropriate number response as

you think it applies to you: 3 for Often; 2

for Sometimes; 1 for Seldom/Never.

3. Total the scores for each section and

record the total in the respective place.

4. A score of 21 or higher in any modality

indicates a strength in that area.

5. The highest score of the three modalities

indicates your primary strength. For

example, a score of 23 in Visual indicates

that you are a strong visual learner.

Slide 7

Module I –

Adult Learning Principles

RiderCoach Training R4/07 Module I – Adult Learning

6

Step Two:

3 minutes

Read the instructions provided on the handout Balloon Dog Exercise but do not provide a copy

of the instructions to the participants yet. After reading the instructions, ask if there any

questions. After a pause of a couple of seconds, instruct the participants to follow those

instructions and make the balloon dog. Most, if not all, participants will be unable to properly

complete the task. After a few minutes, remind the participants that you told them how to

complete the task and that you don’t understand their inability to do it properly. Ask how many

feel frustrated by receiving verbal instructions only.

Step Three:

3 minutes

Ask participants to stop their work on the balloon animal and pay attention to you. State that

since that seems to be too difficult a task for them to complete properly, you will now show them

how to make the balloon dog. Without saying a word, proceed to make the balloon dog based on

the instructions on the handout. When you have completed this, ask the participants to use a

fresh balloon and again try to make the balloon dog. Again, most will be unable to properly

complete the task. Ask how many now feel frustrated because they were only allowed to watch

the demonstration.

Step Four:

5 minutes

Ask participants to put their balloons down and again pay attention to you. Get volunteers to

distribute the instruction sheet handout to everybody at their table. When everybody has a copy

of the handout, tell them to get another balloon and explain that you are going to walk them

through the task. Step by step as outlined in the handout, walk the participants through the

actions needed to make the balloon dog. Pause after each step to make sure all participants are

with you. If anyone seems to be having a difficult time, work with them one-on-one. At the

conclusion of this step, all participants should have a balloon dog that somewhat resembles

yours.

Explain: It was hard following the instructions when they were only read aloud. It was still

difficult when they were only allowed to watch. When they were able to actually work using

their eyes, ears, and hands, the task became easier. Point out that the same is true in the

classroom or the driving range. The more senses you involve, the easier learning becomes.

Module I –

Adult Learning Principles

RiderCoach Training R4/07 Module I – Adult Learning

7

Activity 6: Summary & Conclusion

20 Minutes

Instructor note: Show Powerpoint Slide #8: Selectively reveal

each of the points on this slide. Explain how we covered each of

these objectives during the session.

Highlight and revisit the learning objectives for this module.

State that:

“We have discussed differing ways that individuals learn and

that there is no “one best” way for everybody.

Ask participants to complete the evaluation sheets for this session and thank them for their

time.

Slide 8