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Workshop 1



These slides cover the content of the 1st workshop for the program: Delivery and assessment strategies for diverse learner groups.

These slides cover the content of the 1st workshop for the program: Delivery and assessment strategies for diverse learner groups.



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  • A visual representation of the difference between the competency/RPL based model and the strengths-based model of RIL as suggested by one of our participants. Recognising the unique and complex learning gained by the individual, not measured against a predetermined list of competencies.Might be work, but could be social – strengths may exist outside of work in a recreational area.Example of a production line worker, doing the same job day in, day out, no variety of contexts, full supervision, problems go to boss. But in personal life is an active environmentalist, organising volunteers to undertake significant work in the local area. In a Skills for Growth evaluation, this person was recognised as being suitable to be trained up to move the company’s ‘green’ strategy forward. If only work had been considered, a unique opportunity would have been overlooked.

Workshop 1 Workshop 1 Presentation Transcript

  • Effective Delivery and Assessment
    Strategies for Diverse Learner Groups
    4 tier program spanning : October 2010 – April 2011
  • Welcome & opening address
  • Program overview:
    Four workshops scheduled between October 2010 – April 2011
    Individual project plan
    Mentor framework
    electronic & mobile learning guidance
  • Program structure:
  • Ice - breaker
    What is diversity?
  • Informal learning
    Learning environments
    Methodologies & Principles
    Training techniques
    22nd October 2010
  • Activity
    Understanding diverse learners learning styles and characteristics
  • Logical Learners
    Logical thinker
    Follows a plan
    Follow direction
    Works independently
    Precise, thorough, careful
    Enjoys reading & research
    Expects teacher to know the content, to present current well researched & referenced material
  • Imaginative learners
    Concrete thinkers
    Like to take time to reflect
    Need time to consider before making decisions
    Believe in their own experience
    Are team oriented
    Are good listeners
    Think alone first, then with a group
    Are aware of the emotions in the group and work to create harmony
  • Enthusiastic learners
    Comfortable with others
    Good Starter
    Jumps right in
  • Practical Learners
    Problem solvers
    Like to do things and get results
    Abstract thinkers
    Decision makers
    Take action on tasks
    Like to be in control of the situation
    Hard workers
  • Activity
    Knowing your preferred learning style – respond to the following questions
    As a learner
    As a Trainer
    My learning style influences how I ….. ?
  • Methodologies and principles
  • What stops learnersfrom learning?
    • What fears do they have?
    • What personal issues might they have?
    • What previous experience might they have that make them worried about being in a learning situation?
    • What beliefs about themselves might prevent them from being able to relax and engage in a learning situation?
    • What beliefs about the learning or the trainer might prevent them from getting involved?
    What can you do to help?
  • “A mind stretched to a new idea never returns to its original dimension “ Oliver Wendell Holmes
    Training techniques to optimise learner integration and application
  • Informal learning -Jenni Miles
    ‘informal learning is largely invisible, because much of it is taken for granted or not recognised as learning; thus respondents lack awareness of their own learning.’
    Eraut, M. (2004). Informal learning in the workplace. Studies in Continuing Education, 26(2), 247 -273.
  • Why identify informal learning?
    • Provide a starting point through:
    • Developing a learning stance or persona – an identity as a learner
    • Negotiating a learning and/or development pathway
    • Improve learner motivation
    • Promote the value of learning and lifelong learning
    • Promote access to qualifications for all
    • Reduce the cost of education and training
    • Improve the status of non accredited programs
  • Competency (deficit) model
    Informal learning (strengths based) model
  • Stories of informal learners …
  • You as an informal learner
    In pairs or table groups, discuss the ‘stories’ of yourselves as informal learners.
    • What?
    • When?
    • Why?
    • How?
  • What do we know about how adults learn?
    People learn best when they need to know something to achieve a goal
    The moment of need:
    • When we first encounter a task
    • When the task changes
    • When an obstacle arises or something goes wrong
    • When wanting to learn more
  • Informal learning will occur when there is…
    • a need
    • an opportunity to learn
    • a motivation
  • Informal learning may be characterised as …
    • not highly conscious
    • haphazard and influenced by chance
    • an inductive process of reflection and action
    • linked to others by social interaction
    • primarily the responsibility of the learner
  • How do we learn?
    Formal Learning
    Course based learning in a recognised education provider, against learning outcomes or competencies, that are assessed and recorded
  • How do we learn?
    Non Formal Learning
    Engaging in non course-based learning activities, such as discussion groups or meetings and workshops, provided in response to interests and needs of individuals or groups
    Taking part in non recognised but planned and structured programs, such as short courses
  • How do we learn?
    Informal Learning
    Participating in work including paid employment, non-paid work, work experience, voluntary activities andengagementin community activities
    Engaging in community projects and programs
    Pursuing activities and interests as individuals or groups at home or in the community
  • Drawing out the stories of informal learning using a discussion based methodology
    The questions are the key
  • Building capability …
    ... an all round human quality, an integration of knowledge, skills, personal qualities & understanding used appropriately and effectively
    ... not just in familiar and highly focused specialist contexts, but also in response to new and changing circumstances
    ... about potential … what the individual can achieve …
    Stephenson (1992)
  • You need only claim the events of your life to make yourself yours.
    When you truly possess all you have been and done, which may take some time,
    You are fierce with reality.
    (85 year old) Florida Scott-Maxwell (1968)
  • Creating environments that allow learners to achieve outcomes
    Lead by example
    Be consistent
    Using workplace simulated case studies
    Select or design the case carefully
    Plan the questions carefully
    Using real time situations
    Must be well planned
    Must en-role players
    Must de-role players
    Be very careful with people’s emotions!
    Closing the learning loop
    Making sure the learning is relevant!
  • Creating environments that allow learners to achieve outcomes (continued)
  • Managingdifferent behaviours
    Learner and Learning environments
  • Wrap up –Workshop 1
    Methodologies & Principles
    Training techniques & principles
    Informal Learning
    Learning environments
    Mentoring, commitment & plans