Adult Learner - Physical Skills - Audio

Why This Course?

This audio learning course focuses on the psychomotor domain of Bloom’s Taxonomy, specifically as it applies to adult education and physical skill development. While many educators focus on the cognitive domain, this material emphasizes the domain of action and physicality, teaching how to guide students through a hierarchy of learning to reach mastery.

Skills You Will Gain
By following the principles in the audio learning course, you will gain the ability to:

• Implement the levels of physical learning: You will learn to guide students through the stages of observation, imitation, manipulation, precision, articulation, and naturalization.
• Develop learning objectives: You will learn to use specific action verbs and keywords (such as “calibrate,” “coordinate,” or “design”) to define and assess student performance.
• Measure psychomotor abilities: The course provides frameworks for evaluating agility, precision, endurance, and speed.
• Plan effective instruction: You will gain insights into incorporating gross movements, fine motor skills, and nonverbal communication into lesson plans to improve student coordination and dexterity.

Best For…
This audio learning course is designed for educators, trainers, and instructors who teach adult learners. It is particularly relevant for those conducting:

• Workplace training, such as IT troubleshooting, machinery operation, fire safety, or keyboarding.
• Technical or manual skills instruction, including software usage or warehouse equipment training.
• Creative or specialized classes, such as home brewing, film, dance, or art.

Course Requirements
While this audio learning course does not list specific academic prerequisites, they highlight several functional requirements for successful implementation:

• Integration of Domains: Instructors must understand that the psychomotor domain works in tandem with the cognitive and affective domains.
• Access to Resources: Students must be provided with the time, tools, and undistracted environments necessary for hands-on practice and observation.
• Instructional Awareness: Teachers need a working knowledge of different psychomotor models (such as Dave’s, Harrow’s, or Simpson’s theories) to choose the best approach for their specific subject.
• Assessment and Feedback: Effective implementation requires creating assessments that break down performance into steps to provide students with targeted feedback.