EU Project TAU's Seminar 2 material - Part 4
Contemporary methods and forms of work with adult learner: Institutions & Teachers’ role in the digital world
EU Project TAU's Seminar 2 material - Part 3
Contemporary methods and forms of work with adult learner: e-Skills & e-Literacy: using digital tools to learn
EU Project TAU's Seminar 1 material - Part 2
Creation of favorable educational environment, management and planning work with adult learners: Educating different audiences
EU Project TAU's Seminar 1 material - Part 1
An Introduction to Creation of favorable educational environment, management and planning work with adult learners
EU Project TAU's Seminar 1 material - Part 4
Creation of favorable educational environment, management and planning work with adult learners: Teaching methods & management
EU Project TAU's Seminar 1 material - Part 3
Creation of favorable educational environment, management and planning work with adult learners: Motivating Learners
This document discusses how inborn qualities influence learning. It notes that people receive and process information in different ways, depending on their language, experiences, mental abilities, and learning styles (visual, auditory, reading/writing, kinesthetic). The most effective way to teach everyone is through diversity and giving students options that suit their preferred learning styles. Intelligence is determined by brain activity, innate qualities, acquired skills, and one's environment. It exists in multiple layers, including logical, interpersonal, and kinesthetic abilities. The key is allowing students to learn in a way that works best for their unique combination of talents.
The document discusses different types of problem participants in training situations and provides advice on how to handle them. It identifies four types: the indifferent, skeptics, the aggressive, and the extremely active. It then provides strategies for dealing with specific issues like participants being late, knowing too much, not understanding, and being dissatisfied. Overall, it recommends preparing thoroughly, using engaging teaching methods, addressing problems directly but with humor, and focusing on creating a positive learning environment for all.
This document discusses planning adult education events and programs. It provides guidance on preparing for an event through organizing logistics and developing a schedule. When making the teaching and learning program, the document recommends considering goals, content, participant needs, title, educational objectives, content structure, time allocation, and recording the event plan. Program design principles should ensure adaptability, clarity, targeting the audience, maintaining excitement, and including hidden learning objectives. Proper planning of goals, content, methods, and consideration of participant skills and needs are essential for effective adult education programs and events.
Pedagogy refers to the teaching of children, while andragogy refers to the teaching of adults. The document outlines several key differences between pedagogy and andragogy:
1. Pedagogy aims to teach set content to children who do not determine their own learning goals, while andragogy aims to teach adults based on their needs, readiness, and expectations.
2. Children are motivated by grades and external factors, while adults are internally motivated to learn practical knowledge.
3. Pedagogy provides formalized principles and standards, while andragogy presents modular content tailored to learners' needs.
The document provides guidance for successfully delivering an adult training seminar. It emphasizes the importance of preparation in the 11 hours before the event, including preparing the room and materials. It stresses that the first impression is critical and is formed by the prepared environment, the presenter's competence and warmth. The document also discusses communication dynamics in a group, including fears, roles and problem-solving, as well as the need to create a secure atmosphere for learning. Overall, the key aspects are thorough preparation, a positive first impression through non-verbal communication, and understanding group dynamics to achieve the seminar's goals.
This document outlines the roles and responsibilities of an adult teacher. It discusses that an adult teacher's main role is to assist and help learners change, not teach, by leading participants to suggestions and questions, providing encouragement and support, and summarizing. It also emphasizes helping learners participate in the learning process by motivating, activating, and finding each learner's ability to work while giving feedback. Finally, it stresses pursuing agreement and unity in the group by observing processes, encouraging positive dynamics and tolerance.
This document discusses key aspects of adult learning and maturity. It addresses criteria for adulthood, signs of a mature person, and characteristics of immaturity. It also examines differences in adult learners compared to children, how mental qualities change with age, important conditions for adult learning like experience and reflection, and strategies for understanding and engaging adult students.
EU Project TAU's Seminar 2 material - Part 4
Contemporary methods and forms of work with adult learner: Institutions & Teachers’ role in the digital world
EU Project TAU's Seminar 2 material - Part 3
Contemporary methods and forms of work with adult learner: e-Skills & e-Literacy: using digital tools to learn
EU Project TAU's Seminar 1 material - Part 2
Creation of favorable educational environment, management and planning work with adult learners: Educating different audiences
EU Project TAU's Seminar 1 material - Part 1
An Introduction to Creation of favorable educational environment, management and planning work with adult learners
EU Project TAU's Seminar 1 material - Part 4
Creation of favorable educational environment, management and planning work with adult learners: Teaching methods & management
EU Project TAU's Seminar 1 material - Part 3
Creation of favorable educational environment, management and planning work with adult learners: Motivating Learners
This document discusses how inborn qualities influence learning. It notes that people receive and process information in different ways, depending on their language, experiences, mental abilities, and learning styles (visual, auditory, reading/writing, kinesthetic). The most effective way to teach everyone is through diversity and giving students options that suit their preferred learning styles. Intelligence is determined by brain activity, innate qualities, acquired skills, and one's environment. It exists in multiple layers, including logical, interpersonal, and kinesthetic abilities. The key is allowing students to learn in a way that works best for their unique combination of talents.
The document discusses different types of problem participants in training situations and provides advice on how to handle them. It identifies four types: the indifferent, skeptics, the aggressive, and the extremely active. It then provides strategies for dealing with specific issues like participants being late, knowing too much, not understanding, and being dissatisfied. Overall, it recommends preparing thoroughly, using engaging teaching methods, addressing problems directly but with humor, and focusing on creating a positive learning environment for all.
This document discusses planning adult education events and programs. It provides guidance on preparing for an event through organizing logistics and developing a schedule. When making the teaching and learning program, the document recommends considering goals, content, participant needs, title, educational objectives, content structure, time allocation, and recording the event plan. Program design principles should ensure adaptability, clarity, targeting the audience, maintaining excitement, and including hidden learning objectives. Proper planning of goals, content, methods, and consideration of participant skills and needs are essential for effective adult education programs and events.
Pedagogy refers to the teaching of children, while andragogy refers to the teaching of adults. The document outlines several key differences between pedagogy and andragogy:
1. Pedagogy aims to teach set content to children who do not determine their own learning goals, while andragogy aims to teach adults based on their needs, readiness, and expectations.
2. Children are motivated by grades and external factors, while adults are internally motivated to learn practical knowledge.
3. Pedagogy provides formalized principles and standards, while andragogy presents modular content tailored to learners' needs.
The document provides guidance for successfully delivering an adult training seminar. It emphasizes the importance of preparation in the 11 hours before the event, including preparing the room and materials. It stresses that the first impression is critical and is formed by the prepared environment, the presenter's competence and warmth. The document also discusses communication dynamics in a group, including fears, roles and problem-solving, as well as the need to create a secure atmosphere for learning. Overall, the key aspects are thorough preparation, a positive first impression through non-verbal communication, and understanding group dynamics to achieve the seminar's goals.
This document outlines the roles and responsibilities of an adult teacher. It discusses that an adult teacher's main role is to assist and help learners change, not teach, by leading participants to suggestions and questions, providing encouragement and support, and summarizing. It also emphasizes helping learners participate in the learning process by motivating, activating, and finding each learner's ability to work while giving feedback. Finally, it stresses pursuing agreement and unity in the group by observing processes, encouraging positive dynamics and tolerance.
This document discusses key aspects of adult learning and maturity. It addresses criteria for adulthood, signs of a mature person, and characteristics of immaturity. It also examines differences in adult learners compared to children, how mental qualities change with age, important conditions for adult learning like experience and reflection, and strategies for understanding and engaging adult students.
The document discusses the DIALoguE project, which aims to develop a new educational technology tool to make history lessons more engaging for students. Specifically, the tool will involve converting history topics into film scenes that include aspects like settings, costumes, and music. The goals are to generate innovative teaching approaches, enhance effective learning, and develop students' critical thinking skills. By using technology and an interactive approach of shooting student films, the project expects to raise teacher awareness of new methods, improve how students engage with history, and foster common historical understanding across Europe.
Mobile-Tech Multiplier Event Presentation Helsinki 20 June 2017Veronica Gelfgren
The Mobile-Tech project provides training resources to help vocational education and training (VET) centers and schools improve their use of mobile learning technologies. The project offers an open collaborative learning platform with online training courses and materials for VET trainers. The platform includes a Trainer's Guide, online training course, and interactive resources like a wiki and forum. The goal is to provide skills and competences for VET trainers to implement mobile learning methodologies and create new teaching materials and apps to use in their classrooms.