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Training Adults
Training Adults
Training Adults
Training Adults
Training Adults
Training Adults
Training Adults
Training Adults
Training Adults
Training Adults
Training Adults
Training Adults
Training Adults
Training Adults
Training Adults
Training Adults
Training Adults
Training Adults
Training Adults
Training Adults
Training Adults
Training Adults
Training Adults
Training Adults
Training Adults
Training Adults
Training Adults
Training Adults
Training Adults
Training Adults
Training Adults
Training Adults
Training Adults
Training Adults
Training Adults
Training Adults
Training Adults
Training Adults
Training Adults
Training Adults
Training Adults
Training Adults
Training Adults
Training Adults
Training Adults
Training Adults
Training Adults
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Training Adults

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Transcript

  • 1. Training Adults Effectively Brett Dillon RESNET Conference 2010
  • 2. Vocational Instruction Working Memory Management Graphics
  • 3. PsychologicalProcesses of Learning
  • 4. The Learning Cycle Knowledge Evaluate ComprehensionSynthesize Apply Analyze
  • 5. Three Views of Learning
  • 6. Absorption
  • 7. Behavioral
  • 8. Constructive
  • 9. Integrated Training n tio Meaning g ra Context e Chronologically Int More Abstract Less Abstract
  • 10. Picking the Training Force • Trade experience • Maturity • Capability
  • 11. The Instructor
  • 12. The Instructor
  • 13. Difficulties withUntrained Instructors
  • 14. Classification Trade Analysis Must Know Must Do
  • 15. Classification Job Production Technical Service
  • 16. Classification $ to Do Inspections Testing Software Analysis
  • 17. Classification Needs to Know Building Science Construction Equipment
  • 18. Four Stages of Instruction • Preparation • Presentation • Application • Testing
  • 19. Presentation • Demonstration • Illustration • Lecture • Experimental
  • 20. Demonstration
  • 21. Illustration
  • 22. Illustration
  • 23. Illustration
  • 24. Lecture
  • 25. Experimental
  • 26. Application Direct Application
  • 27. Application Recitation
  • 28. Application Discussion
  • 29. Application Quiz
  • 30. Testing
  • 31. Failure• Poor learner• Poor trainer• Poor teaching conditions• Poorly conducted lesson
  • 32. FailureWhen the instructor has failed toteach the lesson, they must findout why they failed and then re-plan the lesson and teach it sothey won’t fail the second time. “Experience lets you realizewhen you’ve made the mistake again.”
  • 33. Working Memory • Ability to remember information for limited period of time • visual • verbal • coordinating center
  • 34. Working Memory • Controls attention • Remembers instructions • Things to do plans • Solve complex problems
  • 35. Support
  • 36. Working Memory Capacity• High capacity, less distracted• Low capacity, easily distracted
  • 37. Working Memory Capacity 7 chunks + 2
  • 38. Working Memory Load Management Modality principle Working Memory Storage Complex Graphic Visual Aural
  • 39. Working Memory Load Management Redundancy principle Working Memory Storage Complex Graphic Visual Aural
  • 40. Rehearsal to Encode New Info + WM = LTM (Learning) Shallow Processing ≠ Learning
  • 41. Graphics• Relevance• Clear• Self-explanatory
  • 42. Diagrams1. Use diagrams to optimize performance on tasks requiring spatial manipulations 2. Use diagrams to promote learning of rules involving spatial relationships
  • 43. Diagrams3. Use diagrams to help learners build deeper understanding4. Explain diagrams with words presented by audio narration 89%
  • 44. 5. Use cues & signals to focus attention toimportant visual & textual content
  • 45. 6. Integrate explanatorytext close to related visuals This NOT Gas water heaters have integral flue pipes with Light shelves can two chambers also be used as an overhang
  • 46. How Learning Happens Text alone Text with graphic 100 90 89% increase 80 70 60 50 40 30 20 10 in learning 0 Percent Correct
  • 47. Contact Brett Dillon bdillon@ibsadvisorsllc.com www.ibsadvisorsllc.comDesign support by Backyard Studios www.backyardstudios.net

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