Training Adults

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Training Adults

  1. 1. Training Adults Effectively Brett Dillon RESNET Conference 2010
  2. 2. Vocational Instruction Working Memory Management Graphics
  3. 3. PsychologicalProcesses of Learning
  4. 4. The Learning Cycle Knowledge Evaluate ComprehensionSynthesize Apply Analyze
  5. 5. Three Views of Learning
  6. 6. Absorption
  7. 7. Behavioral
  8. 8. Constructive
  9. 9. Integrated Training n tio Meaning g ra Context e Chronologically Int More Abstract Less Abstract
  10. 10. Picking the Training Force • Trade experience • Maturity • Capability
  11. 11. The Instructor
  12. 12. The Instructor
  13. 13. Difficulties withUntrained Instructors
  14. 14. Classification Trade Analysis Must Know Must Do
  15. 15. Classification Job Production Technical Service
  16. 16. Classification $ to Do Inspections Testing Software Analysis
  17. 17. Classification Needs to Know Building Science Construction Equipment
  18. 18. Four Stages of Instruction • Preparation • Presentation • Application • Testing
  19. 19. Presentation • Demonstration • Illustration • Lecture • Experimental
  20. 20. Demonstration
  21. 21. Illustration
  22. 22. Illustration
  23. 23. Illustration
  24. 24. Lecture
  25. 25. Experimental
  26. 26. Application Direct Application
  27. 27. Application Recitation
  28. 28. Application Discussion
  29. 29. Application Quiz
  30. 30. Testing
  31. 31. Failure• Poor learner• Poor trainer• Poor teaching conditions• Poorly conducted lesson
  32. 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. 33. Working Memory • Ability to remember information for limited period of time • visual • verbal • coordinating center
  34. 34. Working Memory • Controls attention • Remembers instructions • Things to do plans • Solve complex problems
  35. 35. Support
  36. 36. Working Memory Capacity• High capacity, less distracted• Low capacity, easily distracted
  37. 37. Working Memory Capacity 7 chunks + 2
  38. 38. Working Memory Load Management Modality principle Working Memory Storage Complex Graphic Visual Aural
  39. 39. Working Memory Load Management Redundancy principle Working Memory Storage Complex Graphic Visual Aural
  40. 40. Rehearsal to Encode New Info + WM = LTM (Learning) Shallow Processing ≠ Learning
  41. 41. Graphics• Relevance• Clear• Self-explanatory
  42. 42. Diagrams1. Use diagrams to optimize performance on tasks requiring spatial manipulations 2. Use diagrams to promote learning of rules involving spatial relationships
  43. 43. Diagrams3. Use diagrams to help learners build deeper understanding4. Explain diagrams with words presented by audio narration 89%
  44. 44. 5. Use cues & signals to focus attention toimportant visual & textual content
  45. 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. 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. 47. Contact Brett Dillon bdillon@ibsadvisorsllc.com www.ibsadvisorsllc.comDesign support by Backyard Studios www.backyardstudios.net

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