Adjustments to presentation, communication style, and delivery
•Download as PPT, PDF•
0 likes•184 views
This presentation is part of the online TAE40110 Certificate IV in Training & Assessment course offered by Fortress Learning. Fortress Learning's TAE program is based on the belief that every student is unique. Each student has an individual program tailored to reflect their prior learning, current situation, future goals and their preferred learning style. More information is available from www.fortresslearning.com.au or by telephoning 1300 141 994.
Recommended
More Related Content
Recently uploaded
Recently uploaded (20)
Featured
Featured (20)
Adjustments to presentation, communication style, and delivery
Editor's Notes
- During training, it is important to prepare to make adjustments because people are unpredictable. Some of the most effective adjustments can be made in type of presentation, communication style, and delivery.
- One of the largest causes of unpredictable behaviour is learner disengagement. The more involved our learners are, the less likely they are to be difficult.
- Some of the difficulties learners experience are because they are: - highly introverted - those with language literacy or numeracy (LL&N) handicaps from non-English-speaking backgrounds - those whose intelligence level is above or below that of the group - those with external problems or concerns - those who are insecure about their ability to learn and fit in
- Adult learners often do not voice their lack of understanding for fear of embarrassment, or because they are unaware that they do not understand.
- Trainers can support their learners by doing several things: - Assist participants who need additional help with particular areas of learning. - Provide referrals to external services and - Listen to problems and help, while setting boundaries.
- When planning the lesson delivery, trainers can plan well for the known knowns, plan reasonably well for the known unknowns, and plan a little for the unknown unknowns. This is called contingency planning.
- Contingency causes include equipment failure, group dynamic variables, and individual special needs.
- Equipment failure issues include: - when equipment ordered has not been provided. - when equipment is available but is faulty or defective. - Having a back-up measure in place such as additional overheads or flip charts if the video is not working and - Having some pre-planned, relevant activities ready.
- Group dynamic variables include: - Adjusting the time schedule to suit the needs of the group. - Deleting some prepared activities in favour of the prevailing peer learning, for example questions and discussion conducive to learning. - Replacing some group activities with some individual exercises instead. - Giving praise and encouragement
- Learning groups may vary between: 1. highly motivated, responsive and interactive subgroups 2. quite unmotivated, not connecting effectively subgroups and 3. unharmonious, unmotivated and difficult subgroups
- Individual special needs include: - Some individuals who may require extra attention. - Some who can be difficult and require special handling. - Activities that may be ambiguous and unclear - Adjustments to the language or words in your delivery and - Rewriting the instructions or speaking the instructions in plain English