describing how an individual learn and logical steps of learning useful for designing and preparing adult learning training

1. Skill Hierarchy of Learning

2. Gateways of experience Cognition: knowing, thinking and concept formation Perception: organized experience Sensation

3. Law of perception Law of simplicity Law of similarity Airplane Airplane ?

4. Law of perception Law of proximity Law of continuation Who is she?

5. Law of perception Law of closure Law of figure-ground

6. Cognition: logical thinking Logical thinking Inductive reasoning By making observation and gathering information until a general conclusion is reached Deductive reasoning By making conclusion from an idea on which a statement is based

7. Cognition: creative thinking Divergent thinking Thinking that follows new pathways and explores alternative possibilities

8. Cognitive skills hierarchy Evaluation Synthesis Analysis Application Comprehension Knowledge

9. Learning Learning: more or less permanent change in behavior or behavioral tendency as a result of experience Eyes:83% Cognition Nose:3.5% Ears:11% Receive info through Eyes Ears Touch Smell Taste Tongue:1% Touch: 1.5%

10. Key ingredients for learning Three major factors influencing how much and how well we learn; Ability Prior knowledge Motivation Value Confidence Motivation Motivation Mood value Confidence Mood

11. Skills hierarchy of learning Evaluation Synthesis Analysis Application Comprehension Knowledge

12. Knowledge Knowledge of specific Knowledge of ways of dealing with specific Knowledge of trends Knowledge of classifications and categories Knowledge of criteria and methodology Principles, generalizations, theories, and structures

13. Comprehension Making sense of concepts, and showing understanding Demonstrate ability to interpret their knowledge Show that a participant could do it Associate, compare, describe Differentiate, discuss, distinguish Estimate, extrapolate, predict

14. Application Show that a participant will actually do it Classify the problem, Select an abstraction (theories, principles etc) Use abstraction to solve the problem Apply, calculate, classify Demonstrate, examine, illustrate Practice, relate, solve, use, utilize

15. Analysis More advanced form of application of knowledge Requiring skills in organizing and structuring components of a solution Order, group, analyze Detect, explain, summarize

16. Synthesis Constructing complete solutions out of components Requiring more complete understanding of overall process Arrange, combine, construct Create, design, develop Integrate, organize, plan Prepare, prescribe, propose

18. Ability to apply given criteria to judge

19. Ability to find logical fallacies

20. Ability compare major theories and pieces of workAppraise, assess, determine Evaluate, judge, measure Rank, select, recommend

21. Getting participants to remember: cognitive strategies Clustering: arrange information for easier perception, understanding and recall Spatial: visual display of info that is easy to comprehend, retain and recall Advanced organizer: organized short introductory info packages

22. Here are 12 words for you to remember. Giving a limited time to do it – 20 Seconds Tennis, Japan, tiger, football, Belgium, lion, Swimming, England, dog, Baseball, Holland, bear SportsCountriesAnimals Chess Russia Mouse Ping-pong Norway Chicken Hockey Thailand Cat Basketball Holland Wolf Clustering

23. Here are 12 words for you to remember. Giving a limited time to do it – 20 Seconds SportsCountriesAnimals Aerobic Ethiopia Elephant Badminton Finland Frog Chess Germany Goose Diving Holland Horse Clustering and advanced organizer

24. WHO Clinical Stage III Spatial Stage I Stage II Stage III Weight loss >10% Chronic diarrhea > 1M FUO Persistent oral candidiasis Current PTB OHL Pneumonia Acute necrotizing gingivitis

25. Getting participants to remember: cognitive strategies Image rich comparisons: analogies and metaphors comparisons building bridge between prior knowledge and new learning Repetition: allow learners to rehearse content and practice it in organized ways until it sticks in mind Memory aids: groups of easy-to-remember letters, words, images that help store and retrieve more complex materials

26. & Sources from Image-rich comparison Reactive for both HIV 1 and HIV2

27. Which drugs should you use to cover most of common STD syndromes? Azithromycin A B Benzathine Penicillin Memory aids C Cefixime D Doxycycline

28. Getting participants to remember: meta-cognitive skills Planning Road map of each session including what should be learned and what participants should do Selecting Review key points with learners Create frequent exercises emphasizing key points Connecting Have learners recall prior knowledge and link new learning directly to it

29. Getting participants to remember: meta-cognitive skills Tuning Provide practice, example and cases that require learners to apply learning immediately Monitoring Use observation checklist to record application Place learners in on-the-job learning situation

30. Key adult learning principles Readiness: always focus on participant’s needs Needs before training Questions during training Questions after training

31. Key adult learning principles Experience: design the training to use participants’ experience Checking participants’ prior knowledge, attitude, prerequisite skills, culture etc Building bridge from the familiar to the new Using language style, examples and references that are familiar

32. Key adult learning principles Autonomy: participants wants to make their own decisions and to be treated as independent, capable people Create lots of opportunities for participants to participate in training by building exercise, case studies, discussion Build in opportunities for learners to contribute their unique ideas, suggestions, solutions, information Reinforce independent and innovative ideas

33. Key adult learning principles Action: proof training is in its successful on-the-job application Provide them with on-the-job support mechanism Provide opportunities within the training sessions to practice new learning in an environment