3. FORMAL EDUCATION
This is the form of adult learning with which
we are most familiar.
Distinguishing characteristics are:
organized by professional educators,
there is a defined curriculum, and
Often leads to a qualification.
It includes study in educational institutions
like universities and technical and further
education colleges, and sequenced training
sessions in workplaces (Foley, 2000).
4. Non formal education
This sort of learning occurs when people
see a need for some sort of systematic
instruction, but in a one-off or sporadic
way (Foley, 2000).
Examples include workers being trained
to operate a new machine.
5. Education vs. Training
Training Education
Training refers to an act
of inculcating specific
skills in a person.
a way to develop specific
skills
completely based on
practical application
training is narrow
Short duration
Education is all about
gaining theoretical
knowledge in the
classroom or any
institution.
a typical system of
learning
involves theoretical
orientation
comparatively wider.
Longer duration
6. Contd….
Training Education
prepares a person for the
present job.
The purpose of training is
to improve the
performance and
productivity of employees
Focus on how to do a
specific task
prepares a person for
future job and challenges
the purpose is to develop
a sense of reasoning and
judgement.
teaches about the
general concepts
7. Education Vs. Training
Basis for Comparison Training Education
Meaning The process of inculcating
specific skills in a person
is training.
Theoretical learning in the
classroom or any
institution is education.
What is it? It is a method of skill
development.
It is a typical form of
learning.
Based on Practical application Theoretical orientation
Perspective narrow wide
Involves Job experience Classroom learning
Term Short term Comparatively Long term
Prepares for Present job Future job
Objective To improve performance
and productivity.
To develop a sense of
reasoning and judgments.
Teaches Specific task General concepts
8. Teaching and Training
Teaching and training go hand in hand on many
occasions.
Teaching functions
Impart new knowledge and skills to learners.
Provide the necessary environment for healthy
learning to take place.
Understand and facilitate the needs of learners
physically, academically and emotionally.
Assess progress and provide support for the
learners.
Teaching takes place in a context that the
teacher provides with academic learning.
9. Contd…
Training functions
On the job skills based development.
Quality training that suits the needs of
the company.
An opportunity to accelerate
development and improve individual
performance.
A chance to equip the academically
sound employee with the practical
tools for the job.
10. Teaching Vs. Training
Teaching Training
Teaching is the imparting
of knowledge and
concepts. It is an
academic approach to
learning
Teaching generally takes
place in a classroom
environment.
Teachers are trained to
teach at training colleges
and teaching institutions.
Training is the practical
sharing of skills to improve
on the learner’s
performance.
Training generally takes
place in the work
environment or sports field.
Trainers are often mentors
in the work place who have
the expertise to offer on the
job training.
11. Cond..
Teaching Training
Teaching gives pupils
new knowledge.
Teachers give reports
and feedback to learners
to monitor progress.
Teaching is broader in its
focus.
Trainers add skills onto
existing knowledge.
Trainers are given
feedback from the
trainees to improve on
their performance.
Training will focus on
specific skills.
13. Forms of learning
Formal learning: occurs as a result of
experiences in an education or
training institution, with structured
learning objectives, learning time and
support which leads to
certification(UNESCO, 2009).
14. Non formal learning
: …typically does not lead to
certification. It is, however, structured
(in terms of learning objectives,
learning time or learning support).
Non-formal learning is intentional from
the learner’
s’ perspective(UNESCO,
2009).
15. INFORMAL LEARNING
This sort of learning occurs when
people consciously try to learn from
their experiences.
It involves individual or group
reflection on experience, but does not
involve formal instruction (Foley,
2000)..
Examples include the management
committee of a community centre
reviewing the operations of its
organisation.
16. Contd….
Informal learning:
results from daily life activities related
to work, family or leisure.
is not structured (in terms of learning
objectives, learning time or learning
support) and
typically does not lead to certification.
may be intentional but in most cases it
is non-intentional (UNESCO, 2009).
19. Andragogy: Historical
Development
The term andragogy has a long history
of development and evolution
(Chan, 2010).
Unlike pedagogy, which has been
around for thousands of years,
andragogy emerged in the 1800s
20. Contd…
Andragogy can be traced back to
1833 when Alexander Knapp, a
German educator developed the term
while trying to describe the practice
Plato exerted when instructing his
pupils who were young adults
The term disappeared for nearly a
century ago and revived around 1921
by German social scientist Eugen
Rosenstock
21. Contd…
In 1926 influenced by John Dewey
philosophy, Edward Lindman published
a seminal book entitled “The meaning of
Adult Education” (Knowles et al, 2005)
and formulated the essential philosophical
assumptions of adult education (Muneja,
2015).
22. Contd…
Until the 1960s, the model developed
for the children have been equally
functioned for adult learners
there was no a unifying theory of
learning to teach adults
23. Contd…
Later andragogy is popularized by
Malcolm Knowles in North America.
Malcolm Knowles have contributed
more to make adult education as
separated field of study and famous
throughout the world during the past
four decades.
Knowles writing on andragogy gave a
brand name and transformed the
profession of adult education.
24. Contd…
Lack of research in the field of adult education is
attributed by full of surprise because many
influential ancient philosophers and educators
such as Confucius and Lao Tse of China; the
Hebrew prophets and Jesus in Biblical times;
Aristotle, Socrates, and Plato in ancient
Greece; and Cicero, Evelid, and Quintillian in
ancient Rome were really adult educators not
teachers of children (Knowles, Holton II
&Swanson, 2005).
They had been a great conviction to instill the
learners into mental inquiry (Knowles et al, 2005).
25. Contd…
That is why Knowles (1984) eloquently write
“The adult learner: A neglected specious”.
Most educational theories are rooted on
behaviorist and cognitivist theory of
learning, teacher centered in which the
teacher serve as the guardian of knowledge.
However, adult educators recognize that
many colleges are moving from student
centered pedagogy to adult student centered
teaching strategies
26. Contd…
The differences between children and
adults learning has been debatable issue
for decades and pedagogy has been
providing education for both children and
adult without recognizing their real
differences, the same philosophy.
27. Andragogical Assumptions
At the outset, Knowles come up with four
basic assumptions about the
characteristics of adult learners in
which andragogy is premised and laid the
foundation of adult learning that are
distinguished from the assumptions of
pedagogy premised.
28. Contd…
These assumptions include as a person
mature:
1) the self-concept moves from dependency to
independent personality and self-directedness,
2) the experience will increase both in quantity
and quality which will serve as a resource for
learning,
3) readiness to learn shifts from postponed use
to immediate application of knowledge,
4) orientation to learn will be changed from
subject centeredness to performance
centeredness (Knowles, 1980).
29. Contd…
Later he added the two additional
basic andragogical assumptions: as a
person mature
1) he/she need to know why and how
he/she is learning and
2) he/she is highly motivated by internal
motivation (Knowles, 2005).
32. Facilitator and facilitation
Facilitator
is someone who helps a group of people
understand their common objectives and assists
them to plan to achieve them without taking a
particular position in the discussion.
a person who guides and supports the participants
to help them explore their knowledge and
experiences.
The facilitator's job is to support everyone to do
their best thinking and practice through
encouraging full participation, promotes mutual
understanding and cultivates shared responsibility.
33. Contd..
By providing non-directive leadership, the facilitator
helps the group arrive at the decisions that are its task.
The role is one of assistance and guidance, not
control. Additionally, s/he has the task of creating a
positive atmosphere comfortable for effective adult
learning to occur.
S/he is a catalyst that ensures learners’
participation/encourages participation and facilitate
more than lecture.
By supporting everyone to do their best thinking, a
facilitator enables group members to search for
inclusive solutions and build sustainable agreements
34. Contd..
facilitators are responsible for guiding participants
through the content and stimulate the learning process.
the facilitator draws on the existing knowledge of the
participants and assists them in building on that
knowledge by providing input and training to fill
identified gaps.
The training and learning process shall be based on
active participation, group interaction and discussion.
35. Contd…
Facilitation is the process of enabling groups to work
cooperatively and effectively.
In particular, facilitation is important in circumstances
where people of diverse backgrounds, interests and
capabilities work together.
Adults are not empty vessels to be filled up with
knowledge. The most important facilitation skill is the
ability to listen actively.
36. Facilitation encourages greater participation and
responsibility for decisions.
Through facilitation, group members come to
value and develop their own expertise and skills.
The facilitator ensures that the needs of individuals
within the group are recognized, acknowledged and
responded to; this is seen as an integral part of the
task at hand and not superfluous to it.
37. 2.2. Qualities of Effective
Facilitator
Research on effective facilitation has been
conducted for nearly a century.
However, many concluded that effective
facilitation could not be described or taught.
Good facilitators are like sponge.
They are never satisfied with the skills and
knowledge they have, and are aware that
their capacity for learning is endless.
38. Contd…
1. Enthusiasm
2. Warmth and Humor
3. Credibility and Trustworthiness
4. Encouraging and Supportive
5. Professional Demeanor
6. Ability to listen:
7. A sense of timing
39. Enthusiasm: Promotes learning by helping
to motivate learners, by keeping them
persistent at tasks, and by helping them feel
more satisfied with the teaching. Enthusiastic
facilitators vary their voice, gestures, and
expressions; they move around the room,
from front to back as well as side-to-side;
and they maintain a quick lesson pace
involving high levels of interaction with
learners or participants.
40. Warmth and Humor:
Seem mostly to influence participants’ learning indirectly by
promoting an environment in which learners feel free and are
motivated to participate.
Warmth is conveyed by being a “real person” by
demonstrating concern for learners’ success, and by being
open.
Humor can be spontaneous or planned.
Facilitators should be able to laugh at themselves and at their
mistakes; they should avoid using sarcasm or teasing learners.
However, warmth and humor, if overemphasized, actually
reduce learning, and so they are best used naturally and
sparingly.
41. Credibility and Trustworthiness: create a
relaxed, supportive environment where learners
trust the facilitator to help them be successful.
They are developed through open, honest teacher-
learner interaction, not through teacher’s position
or credentials.
An effective facilitator forms a mutual trust
relationship with the group—the group trusts the
facilitator to foster a safe environment while the
facilitator trusts the group to engage in meaningful
learning.
42. Encouraging and Supportive: Effective
facilitators are encouraging and supportive of
learners and convey a sense of genuine respect
for them and for their individual abilities.
Encouragement and support are most important
when learners are reluctant to begin new tasks or
when they experience difficulty and frustration.
Facilitators demonstrate encouragement and
support by avoiding negative comments, by
noting empowerment not just perfection, and by
helping learners reach realistic goals.
43. Professional Demeanor: Includes the ability
to calmly and effectively adapt to changing
classroom circumstances.
This includes the ability to “read” what is
happening in the learning environment; the
level of learners’ understanding and
motivation, changes in the classroom
environment, and problems with instruction.
44. Ability to listen: One way the facilitator learns
to sense the feelings of individuals and the group
is by acute listening, both to the explicit
meaning of words and also to their tone and
implicit meaning.
In fact, facilitators generally speak less than
anyone in the group.
And often the facilitator's comments repeat, sum
up, or respond directly to what others have said
45. A sense of timing: The facilitator needs to
develop a "sixth sense" for time:
when to bring a discussion to a close,
when to change the topic,
when to cut off someone who has talked too
long,
when to let the discussion run over the
allotted time, and
when to let the silence continue a little longer
47. Impartiality: The trainer needs to be
neutral and objective and conduct the
training in an impartial and non-partisan
manner.
Participation: Facilitation succeeds when
participants are motivated and enabled to
actively get involved.
48. Inclusiveness: Participation in the training
and learning process needs to be inclusive.
This means that the trainer has to be
sensitive towards the needs of individual
participants and their roles in the group in
order to find a way of adequately involving
each participant.
49. Respect: The trainer must acknowledge and respect each
individual participant and ensure that all participants show
each other the mutual respect they deserve.
The trainer also needs to be sensitive about issues of age,
culture and tradition and show the expected respect.
Equality: Each participant is regarded as having an equal
right to contribute, to influence, to determine the direction
of the group.
Equality also relates to respect, valuing of personal
experience and participation.
50. Trust and Safety: To enhance participation by all, the
facilitator must encourage the development of trust and
safety.
Participants need to feel free and comfortable in the group.
Listening: Facilitation means listening to what people are
saying and tuning in to what they are not saying.
Preparedness: A good trainer should be prepared in order
to perform all tasks well.
A good preparation of the training will make the trainer
more confident and enhance acceptance by the participants.
51. Flexibility: Regardless of all advance
preparations and plans, the trainer also needs to
maintain a high degree of flexibility.
Flexibility might be required to solve or work
around unexpected problems.
Timekeeping: Every trainer needs to be punctual
and should set the training session for a
reasonable time and observe carefully the dates
and times allocated for activities.
52. Authority: A good trainer/facilitator does not
need to be overly authoritative.
However, a certain authority is required and the
participants need to respect the role of the trainer.
The authority of the facilitator is closely linked
to the respect he/she gets from the participants
and the confidence and professionalism with
which the training is conducted.
53. Roles of a Trainer/Facilitator
Training Designer and Planner
Manager
Educator
Moderator
Learner
Evaluator
54. Some of the common roles of an adult trainer/
facilitator include:
Training Designer and Planner: The facilitator
is responsible for assessing learning needs and
evolving learning objectives.
He/she also plans the training strategy, works out
the detailed contents and sequences them and
chooses appropriate methods, learning materials
and aids to be used during the training.
Ideally, the facilitator finds ways of involving the
learners in the designing phase.
55. Manager: As a manager, the facilitator mobilizes
financial resources, plans dates and venue,
schedules logistics and required administrative
support.
He/she may be responsible for ensuring
communication with and mobilization of the
training participants.
However, in most cases, particularly if the
trainings form part of a larger project, this role is
taken up by another person or team and the
facilitator may just be contracted for conducting
the actual training.
56. Educator: The facilitator is responsible for
providing the main input on the training topic
for passing on the relevant information.
Even if the training is participative and
interactive, it remains the responsibility of
the facilitator to ensure that the minimum
objectives of the training are achieved and
the relevant knowledge and skills have been
shared.
57. Moderator: In order to enhance interaction and
participation, the facilitator has to be a good
moderator who can lead the group through the
different training sessions and discussion rounds.
The moderator is responsible for discussions to be
constructive and respectful.
This includes asking the right questions,
encouraging all participants to contribute and
providing direction if the discussion goes too much
off-topic.
58. Learner: The facilitator may be the main source
of information for the participants - but not the
sole source of knowledge.
This awareness on the side of the facilitator is
crucial in adult education.
The participants also have their knowledge to
share and the training shall be a learning process
not only for the participants but for the facilitator
as well –with regard to both gaining additional
insights and testing and revising training methods.
59. Evaluator: The facilitator is also responsible for
assessing the success of the training with regard to
the effective application of the methodology,
transfer of skills and knowledge, level of
participation etc.
Ultimately, he needs to evaluate whether the
objectives have to be achieved.
Each training activity must be used as an
opportunity to identify challenges, best practices
and lessons learnt so that subsequent activities can
be improved.
60. A facilitator is not
"The person in charge": The whole
group is responsible for learning.
The facilitator's role is to help that
learning happen more effectively. Nor
does the facilitator have sole control of the
learning.
Participants should have a voice in
determining the topics to be covered.
61. A lecturer: The facilitator is a co-learner,
exploring all subjects as an equal partner
and contributing individual experience to
that of others.
Necessarily an expert: Although
preparing each session, the facilitator may
not know as much about a subject as some
other members of the group.
62. The center of attention: A good facilitator
generally speaks less than other participants;
instead she or he draws them into the discussion.
An arbiter: In collaborative learning, no one,
least of all the facilitator, determines that some
opinions are "correct" or "more valid."
The maid: While the facilitator takes initial
leadership in coordinating the sessions, she or he
should not become the only person who takes
responsibility.
In a true adult learning situation, no one is
"stuck".
64. Contd…
There are many types of methods,
depending on what information or skill
the teacher is trying to convey.
When a teacher is deciding on their
method, they need to be flexible and
willing to adjust their style according to
their learners.
Any instructional method a teacher uses
has advantages, disadvantages, and
requires some preliminary preparation.
65. consideration in the selection of
Facilitation methods
the age and developmental level of the
learners,
what the learners already know, and what
they need to know to succeed with the
program,
the content, the objective of the learning
program,
the available people, time, space and
material resources, and the physical
setting.
66. Contd…
There is no one "right" method for teaching a
particular lesson, but there are some criteria that pertain
to each that can help a teacher make the best decision
possible.
Learners’ success in the learning is largely based on
effective teaching methods.
Teaching methods can be broadly categorized in two
forms;
1. Traditional and
2. modern methods.
67. 1. Traditional Methods:
These are methods in which learners passively
attend the presentation of the teacher.
Learners’ participation in the class room learning
is very low.
The teacher is believed to be an all knowing
person, and students are mere recipients of his
knowledge.
The teacher proceeds the class without involving
students and motivate learning through telling and
punishing.
we are all most familiar with.
Practicing in most of Schools, colleges, and
universities
68. Characteristics of traditional
methods:
typically takes place in an identifiable
classroom space, usually in a school or in an
institution dedicated to learning:
An instructor who delivers information to
students
A number of students who are all physically
present in the classroom and regularly meet
at a specific time
Students simply sit and listen teachers’
presentation
69. a. Lecture Method
Information is presented orally to a class with a minimal
amount of class participation.
It is a presentation usually delivered by an instructor to a group
of students with the use of instructional aids and training
devices.
Lectures are useful for the presentation of new material,
summarizing ideas, and showing relationships between theory
and practice.
Lecture is, perhaps, the most common form of teaching
method.
Both auditory learners and visual learners will be benefited but
not for Tactile learners
It involves the teacher talking to the students about the subject.
/the word
lecture comes from the Latin word; latcare meaning to read
aloud.
70. b. Demonstration
is a teaching method used with both large and small groups.
A demonstration activity is when the teacher demonstrates
how to do something in front of their class.
usually associated with showing practical skill.
The purpose of doing demonstration is to show the students
how to do something in both words and action.
It is widely used to introduce new skill to students.
The method is based on the idea that skill comes from seeing
how something is done.
Demonstrations become more effective when verbalization
accompanies them.
71. 2. Modern Methods of Teaching
Modern methods of teaching refer to
techniques where students do more than
simply listen to a lecture.
Students are doing something including
discovering, processing, and applying
information.
It is derived from two basic assumptions:
1. learning is by nature an active endeavor
and
2. different people learn in different ways".
72. o Students are involved in more than listening, less emphasis is
placed on transmitting information and more on developing
students' skills, students are involved in higher-order thinking
(analysis, synthesis, evaluation), students are engaged in
activities (e.g., reading discussing, writing), and greater
emphasis is placed on students' exploration of their own
attitudes and values.
o The teacher serves as a facilitator
o Modern teaching methods can occur in class or outside of
class (e.g., computer simulations, internships, Active learning
can be used with all levels of students from first year through
graduate students.
o Examples debate, group discussion, buzz group, pyramiding,
etc.
73. Common Facilitation Methods in
Adult Education
Diversify/mix of methods to satisfy d/t
needs of the adult learner.
Consider the topic and the content
74. Lecture
The lecture method is the most commonly used teaching
approach for working with groups of learners.
The facilitator presents and explains the relevant information that
shall be passed on to the participants.
efficient tool to present a bulk of facts, information and concepts
in a relatively short time.
It can be applied regardless of the size of the group of learners
and works well even with a very large group.
It also allows for external experts to come in without taking over
a facilitator’s role.
is much less participatory than other methods and does not
promote interaction in most cases.
there is a risk that he/ she imposes a certain world view or
perspective on the topic on the participants.
The pace of learning is determined by the facilitator/lecturer
instead of the learners themselves and individual learning needs
are not catered for.
75. The following ideas can help improve the
effectiveness of the lecture method:
Organize and structure the presentation well in
order to ensure a logical flow and a good time
management.
Use (visual) supportive materials such as
handouts, charts, posters etc.
Speak loud and clearly.
Provide opportunities for questions and answers
and periodically a quick feedback from the
participants whether they have understood
everything.
Avoid too long periods of lecturing by providing
frequent breaks or mixing the lecture with other
methods such as short games, plenary
discussion or group work.
76. Brainstorming
Brainstorming is a quick way of collecting participants’
ideas, views and suggestions in an open way.
It is used to encourage the participants to freely share
what comes to their mind when thinking of a certain
topic, challenge or problem.
The most important principle of the brainstorming
method – which always needs to be emphasized by the
facilitator - is that there is no right or wrong
contributions.
At the initial stage of the brainstorming all contributions
are collected, regardless of whether they makes sense or
add value.
It is possible to have a second round of input from the
participants in which the ideas brought forward are
further discussed or expanded.
77. Brainstorming is a useful method to enhance
participation as it gives everyone an opportunity to
contribute and it allows many ideas to be expressed in a
short time.
It helps stimulate quick thinking, creativity and
imagination among the participants.
It is important for the facilitator to not let the
brainstorming exercise be dominated by certain
individuals and to encourage every participant to
contribute.
The contributions should ideally be captured, for
example by writing them on a flipchart.
It is important for the facilitator to ensure that
contributions are treated equally.
Contributions should not be criticized, evaluated or
censored at the stage of brainstorming.
78. Plenary
In a plenary discussion all training participants come
together to discuss a certain topic and share their ideas and
opinions. The method enables participants to openly interact
and to not only express their views but also respond and
react to each other’s contributions. It helps the facilitator to
better understand the participants and to get their opinions
and perceptions.
The challenge is that such a discussion in a large group can
be very time consuming and may easily loose its focus.
Certain participants may dominate the discussion while
others remain passive and get bored.
It is therefore important for the facilitator to establish clear
ground rules (e.g. regarding time management and mutual
respect during the discussions) and to provide direction and
re-direct the discussion if it goes off-topic.
79. Small Group Discussion
Particularly if the group is very big, it can
make sense to break into smaller groups
for discussion.
This gives each participant better chances
and more time to contribute.
Discussions in smaller groups can be more
intense, focused and results-oriented.
It is important to ensure that the group
discussions are well organized and
structured, for example by advising the
group to pick a chairperson or moderator, a
timekeeper and a secretary.
80. Fishbowl
The fish bowl is a special seating arrangement where
one part (or half) of the group sits together in an inner
circle to discuss or work on something, while the rest
(the other half) sit outside the circle to observe the inner
circle.
The methodology helps to discuss a certain topic with a
smaller group and getting relevant contributions from
selected and interested participants without leaving out
the rest of the group who is able to follow the
discussion.
Only participants in the inner circle can contribute to the
discussions.
However, interested participants from outside can join
the inner circle by swapping seats with a participant
from the inner circle.
Participation in the inner circle is voluntary and anyone
can leave the circle and give another participant the
opportunity to join in.
The results and experience of the fish bowl discussion
may afterwards be reflected about in the plenary.
81. Group Assignment
The formation of smaller groups to work on a certain task or topic is
a popular method that forms part of most training activities.
It enhances participation and interaction, helps the participant to get
to know each other better, build relationships and learn to cooperate
and practice their skills.
The groups may either work on the same task or topic
simultaneously or they may each get a different assignment. The
latter approach is particularly useful if many different (sub-) topics
shall be covered in a short time.
The assignment/instructions may be clearly defined so that group
has to work in a pre-defined format. Alternatively, the assignment
can be left more open to give the group a chance to work on the
topic in their own way, exploiting their own creativity.
In order for the groups to work in an organized and coordinated
manner it may be advisable for the groups to assign certain roles,
e.g. a chairperson and a secretary.
82. Contd..
After the group work, each group may present
(and discuss) the results in the plenary.
It is advisable to have a balanced mix of
participants in the groups and it should be avoided
that participants simply form groups based on
existing relationships.
The facilitator may therefore use methods for
random group formation, for example by simply
counting through in order to assign group
numbers to participants.
83. Role Play
In a role play participants are asked to act out a specific real
life situation as a way to address a certain challenge or
problem and suggesting ways of how to handle it.
Participants are assigned certain roles and are given
information about the person/ character they are
representing.
A role play can help to trigger a discussion or reflection and
allows for a change of perspectives.
It is an effective tool for practicing skills, changing roles, trying
other options, being confronted with stereotypes and
developing a broader understanding of other perspectives.
Role playing can be done as a demonstration in front of the
whole group or, if it is a large group, it can be done
simultaneously by small groups.
It is important that participants involved in the role play are
properly briefed in advance and that after the role play a de-
briefing and reflection with the group takes place so that the
impressions and lessons from the role play can be
discussed.
84. Contd…
The participants should be given an opportunity
to talk about how they feel, what they observed,
what they learned, and what they would do
differently the next time.
It is also important that after the role play the
actors are not being associated anymore with the
roles they had taken in the play.
The role play exercise can potentially be
sensitive since it may for example lead to
misinterpretations or trigger emotions.
Therefore the facilitator should clearly explain the
exercise and moderate the subsequent reflection
in a sensitive manner. Participation in the role
play should be made voluntary.
85. Drama
Unlike the role play, the drama follows a script.
The actors are briefed in advance on what to say and do and
can rehearse.
Thus, the outcome is more predictable.
The drama method can be very useful to illustrate a point in
an appealing way.
It can help to explain issues in a way that people can
understand more easily by relating to the characters, their
actions and relationships.
Through a drama participants can learn while at the same
time being entertained.
It can also help to reach people with a weak education
background or weak or no literacy skills.
The challenge is that the drama can be very time-consuming
and may therefore not be suitable for a short training
program. It also needs a good concept and storyline and
highly motivated participants who take over the acting roles.
86. Case Study
In a case study the facilitator presents a real
life situation (or invented scenario) to the
group, e.g. by telling a story or showing
pictures.
The participants will then be asked to
address the challenges, problems or
dilemmas outlined in the case study.
This is a useful method to relate the topic of
the training session to a real life situation
which encourages participants to develop
more concrete ideas.
87. Skills Practice
Skills practice means that participants
are given the opportunity to apply their
newly acquired skill(s) in practice and to
get feedback from another participant,
the group or the facilitator on their
performance.
88. Quiz
A quiz can help to test the knowledge and skills
acquired by the participants in the course of the
training.
It can also be a good way of repeating what has
been discussed and presented to enhance the
learning effect.
The competitive element can also stimulate
interest and alertness among the participants.
A quiz can take different formats.
For example it can be a quick exercise during or
at the end of a presentation or training session,
but it can also be turned into a whole session or
event by organizing some kind of a quiz show in
which groups or individuals compete against
each other and which brings in a strong element
of entertainment.
89. Images/Codes
Pictures, photographs or short stories can be used
as a code in order to present a challenge or
problem that needs to be solved.
A code is a way of communicating a problem briefly
and clearly to a group, which allows them to reflect
and examine it in order to gain new information or
skills.
The participants may for example be confronted
with a picture or short story and then be asked
what they see in the picture or what they heard in
the story, what it means to them, and what their
ideas are regarding the problem or challenge
described.
The facilitator will initially not provide further details
or additional information and rather let the
participants “explore” what they get out of the code.
90. Songs & Stories
Songs and stories can be used as codes
but they can also serve other purposes.
For example they can provide a creative
and entertaining way to present
information.
The facilitator may choose to use songs to
pass on some messages during the
training.
Reference can also be made to traditional
folklore and participants may be asked to
sing a (traditional) song that related to the
training topic.
Songs and dances can also be used as
energizers for the participants.
91. Card Clustering
Card clustering is a useful tool to structure discussions and
brainstorming exercises.
Instead of an open brainstorming or discussion, participants are
asked to write their thoughts and ideas on cards (manila paper)
which are then collected and presented by putting them on the wall
or on a flipchart.
The exercise can take different rounds. For example, in a first round
it can have a brainstorming character and cards are simply collected,
read out and put on the wall.
In subsequent rounds the contributions can be discussed, further
elaborated and for example grouped into certain categories.
The method can be very effective and time-efficient since the
participants have to stick to the most important points and express
themselves through catchwords or short statements on the cards.
It is important that the facilitator instructs the participants to write
clearly, use few words and only put one idea on each card. Since the
exercise requires material and a facility where the cards can for
example be displayed on a wall it may not be applicable in all
contexts.
92. Jigsaw Method
The students are divided into small groups of five or
six students each.
Each group member will be given a number and a
task.
each student's part--is essential for the completion and
full understanding of the final product.
Students with specific task will make a group called
expert group and read their work to the group.
Eventually each student will come back to her or his
jigsaw group and will try to present a well-organized
report to the group.
any member has to the other five assignments is by
listening closely to the report of the person reciting
93. Group Assignment
Discuss the teaching/facilitation methods you are assigning. Write the
advantages and disadvantages of each method with a maximum of six
pages.
Due date 28/09/2011 E.C
Group Types of teaching
Group 1 Team teaching, Gallery work, Problem based learning
Group 2 Cooperative learning, Independent learning, Seminar
Group 3 Interview, mentoring, Action Research
Group 4 Peer teaching, inquiry learning, Experiential learning
Group 5 Simulation, game, pyramiding
95. Contd…
Learning environment is the place and
setting where learning occurs; it is not
limited to a physical classroom and
includes the characteristics of the
setting.
Environment has a vital role for
learning
Good environment enhances leaning
Poor environment reduces learning.
Safe, positive, and supportive learning
96. Elements of the environment
The following five elements of the
environment should be considered by the
facilitators of adults learning
SPECH
S= Social environment
P= Physical environment
E=Emotional environment
C=Cognitive environment
H=Holistic environment
97. Social Environment
Humans are social creatures and have
a need to belong within a social
setting.
◦ Welcome signs
◦ Introductory activities
◦ Group activities
◦ Breaks
◦ Outside socializing opportunities
98. The Physical Environment
The physical environment consists of those aspects of
the learning room that exist independent of the people
who inhibit it.
The shape and size of the room, the seating
arrangement and the location and availability of
equipment and materials are major aspects of the
physical environment.
Room temperature
Noise
Light
Room size, layout and appearance
Ventilation
Equipment
99. The Emotional Environment
It is important to foster and maintain each
person’s self esteem. Effective
communication and empathy plays an
important role in maintaining respect and
trust.
• Encourage involvement
• Acknowledge contributions
• Value individual differences
• Foster and expect respect
• Maintain confidentiality
• Be authentic
• Provide constructive feedback
100. The Cognitive Environment
o Adults need to feel that what they are learning is relevant
and beneficial.
Encourage involvement and participative decision making
Describe “what’s in it for them”
Link to prior knowledge and experience
Cater for a range of experience and knowledge
Provide practice opportunities
Provide supplementary information
101. The Holistic Environment
Recognizes and incorporates the range
of differences and needs of each
individual in each of the elements of the
learning environment.
Use a range of examples
Use inclusive language
Recognize individual and cultural
differences
Provide for individual learning
preferences
102. What is Learning Room
Management?
Learning room management is defined as the methods and
strategies an adult educator uses to maintain an environment that
is conducive to learners success and learning.
Although there are many strategies involved in managing a
learning environment, a common denominator is making sure
that adult learners feel they are in an environment that allows
them to achieve their intended objective.
It is also defined as the facilitator’s ability to cooperatively
manage time, space, resources and learner roles and behaviors to
provide a climate that encourages learning.
103. Management is about control, about directing
affairs, and coping with uncertainties.
Learning room management relates to the
following:
Controlling the learning situation
Directing the learning for the learners
Coping with the individual learner differences
So learning environment management can be
defined as “…. managing the learning room
situation to insure that an atmosphere is
generated where the most effective learning
takes place for all of the learners.”
104. Contd…
Traditionally, it has been viewed as reactive in nature
with a focus on how facilitators react after learners
misbehave.
The emphasis was on using discipline to control
misbehavior in learning environment.
However, modern learning environment management
shifts in attention from reactive disciplinary strategies
to proactive or preventive, views of management.
For today’s learning rooms, a comprehensive
management plan should include both proactive (pre-
active) and reactive (disciplinary) management
strategies.
Learning room management, then, can also be
defined as “the provisions and procedures necessary
105. Contd…
Everything a facilitator does has implications
for successful learning environment
management, including
creating the setting,
decorating the room,
arranging the chairs,
speaking to learners and handling their
responses, putting routines in place (and then
executing, modifying, and reinstituting them),
developing rules, and
communicating those rules to the learners.
These are all aspects of learning room
management.
106. Characteristics of effective learning environment
managers (Facilitators)
They monitor learners carefully and frequently so that misbehavior is
detected early before it involves many learners or becomes a
serious disruption.
They act to stop inappropriate behavior so as not to interrupt the
learning activity or to call excessive attention to the learner by
practicing the following unconstructive strategies
They have a set of routines and procedures that they facilitate
learners.
They maximize the learning room’s physical space to facilitate easy
facilitator movement and proximity, as well as learner movement and
transitions.
They begin the program with a set of class rules or guidelines that
they explicitly facilitate, monitor, and enforce.
They plan well (they don’t wing it).
They deal with interruptions effectively and efficiently.
They encourage and nurture a sense of community, respect, and
personal relationships.
They have a repertoire of options for dealing with discipline
problems.
107. Techniques for Better
Learning Room Discipline
1. Focusing
2. Direct Instruction
3. Monitoring
4. Modeling
5. Non-Verbal Cuing
6. Environmental Control
7. Low-Profile Intervention
8. Positive Discipline
108. 1. Focusing
Be sure you have the attention of everyone in
your learning room before you start your session.
Don’t attempt to facilitate over the chatter of
learners who are not paying attention.
The focusing technique means that you will
demand their attention before you begin.
It means that you will wait and not start until
everyone has settled down.
Experienced facilitators know that silence on
their part is very effective.
They will punctuate their waiting by extending it 3
to 5 seconds after the learning room is
completely quiet.
Then they begin their lesson using a quieter
voice than normal.
109. 2. Direct Instruction
The technique of direct instruction is to
begin each class by telling the
learners exactly what will be
happening.
The facilitator outlines what he and the
learners will be doing this period.
He may set time limits for some tasks.
110. 3. Monitoring
The key to this principle is to circulate. Get up
and get around the room.
While your learners are working, make the
rounds. Check on their progress.
Learners who are not yet quite on task will be
quick to get going as they see the facilitators
approach.
Those that were distracted or slow to get started
can be nudged along.
The facilitator does not interrupt the class or try
to make general announcements unless she
notices that several learners have difficulty with
the same thing.
The facilitator uses a quiet voice and her learners
appreciate her personal and positive attention.
111. 4. Modeling
It is said that, “Values are caught, not taught.”
Facilitators who are courteous, prompt,
enthusiastic, in control, patient and organized
provide examples for their learners through
their own behavior.
The “do as I say, not as I do” facilitators send
mixed messages that confuse learners and
invite misbehavior.
If you want learners to use quiet voices in
your learning room while they work, you too
will use a quiet voice as you move through
the room helping learners.
112. 5. Non-Verbal Cuing
Non-verbal cues can be facial expressions, body posture and
hand signals. Care should be given in choosing the types of cues
you use in your learning room.
Take time to explain what you want the learners to do when you
use your cues.
6. Environmental Control
A learning room can be a warm cheery place. Learners enjoy an
environment that changes periodically.
7. Low-Profile Intervention
An effective facilitator will take care that the learner is not
rewarded for misbehavior by becoming the focus of attention.
The facilitator monitors the activity in the learning room, moving
around the room, anticipates problems before they occur.
113. 8. Positive Discipline
Use learning room rules that describe the
behaviors you want instead of listing things the
learners cannot do.
Instead of “no fighting,“ use “settle conflicts
appropriately.” Instead of “no gum chewing,” use
“leave gum at home.”
Refer to your rules as expectations.
Let your learners know this is how you expect
them to behave in your learning room. Make
ample use of praise.
When you see good behavior, acknowledge it.
This can be done verbally.
A nod, a smile or a “thumbs up” will reinforce the
behavior.
114. Preventive learning room
management
This preventive approach the learning room
management must have two important facilities;
facilitator must seek learners input and be willing
to use it to shape the learning room environment,
establishing a self-disciplining environment
requires focusing on positive learner behavior as
opposed to negative or inappropriate learner
behavior.
Early studies on learning room management
conducted by experts compared the behaviors of
effective an ineffective learning room managers.
Effective learning room managers accomplish the
following tasks
115. Setting Rules:
Effective management requires proactive facilitators to define
their expectations for their learners.
Therefore the facilitators should communicate her/his social
and academic expectations at the beginning of the program.
Many facilitators find it necessary to establish a list of rules
that classifies their expectations from learner behaviors.
There are some properties of a list of rules
Establish the list during the first few meeting.
Keep the list short.
Include only these rules that you consider necessary to be
prepared to explain why each rule is needed.
State each rule simply.
Involve learners in setting rules.
Focus on learner behavior need to achieve lesson goals.
State consequences for breaking rules
State rewards for the follow in rules.
116. Wittiness:
The facilitator whose learners are at high level of
achievement, do not wait for the trouble to
disturb and then respond to the undesirable
behavior.
Also these facilitators are aware of events that
can occur during a learning room day.
A facilitator’s ability to be aware of events
occurring simultaneously in the learning room
called wittiness.
During times when learners completed their seat
work assignments, these facilitators monitor the
learners’ devious.
If the learners demonstrate unexpected
behaviors, these facilitators calmly intervened
and stopped the unwanted behavior by getting
learners back on task.
117. Overlapping:
The facilitator’s ability to manage more than
one learning room activity at a time is called
overlapping.
While the facilitator is working with one
group, he/she has the ability to attend to
other learners.
Facilitator can effectively overlap by pausing
momentarily to comment on each learner’s
work and by periodically looking up and
controlling the class.
Another way to overlap is to casually direct a
question or comment to a learner who
appears to be disengaged in the lesson,
especially who is disturbing the class.
118. Lesson Momentum:
The best learning room managers are
careful to keep the lesson moving at a
brisk pace.
Inappropriate learner behaviors
increase when the lesson becomes
boring.
Effective facilitators set a time limit for
the task so that they motivate learners
119. Good preparation:
Good preparation gives the facilitator time to be
proactive.
This facilitator doesn’t have to scramble between
classes setting up materials, printing copies in the
office, and hurriedly writing instructions on the board.
Instead, because she has handled these details earlier,
she is standing outside her learning room, welcoming
each of her learners as they arrive at her door.
Every learner hears the facilitators call him by his own
name. Before class begins the facilitator has good idea
who is sad or happy today.
He knows who is angry and likely to vent that anger
soon.
The proactive facilitator has planned his/her session so
that he has a few minutes at the end of each period to
get things ready for her next class before passing time.
120. Why Students Misbehave?
Teachers can respond more
appropriately to misbehavior if they
understand why students misbehave.
Researchers propose that, whether
they are aware of it or not, students
misbehave in order to meet four basic
needs.
121. Contd…
1. Seeking attention. Students need
attention to know that they are a
member of the group and often
behave in inappropriate ways to gain
that attention.
2. Seeking power. If the teacher is seen
as a barrier to gaining power in the
classroom, a student may misbehave
in an attempt to undermine the
authority of the teacher.
122. Contd…
3. Seeking revenge.
This misbehavior is often in response to an earlier power
struggle in which the student was embarrassed,
humiliated, or treated with disrespect, especially in front of
peers.
4. Seeking isolation. That is they just want to be left alone.
These students generally are overwhelmed with feelings
of inadequacy.
They have abandoned hope that their parents or the
teacher will help them, so they misbehave to frustrate the
teacher and to get the teacher to leave them alone.
Unfortunately, being left alone further erodes their sense
of inadequacy.
123. While much misbehavior can be attributed to students' active
or passive efforts to meet their needs, researchers point out
that some misbehavior is actually caused by teachers.
Researchers identified for principal teacher behaviors that
cause misbehavior in the classroom.
Inadequate preparation is perhaps the most common.
Lack of planning regarding the structure and pace of learning
activities leads to students' restlessness and misbehavior.
Second, teachers sometimes, often unknowingly, treat
students differently.
As a result students perceive that the teacher has certain
favorites or enemies.
Misbehavior results when students react to this differential
treatment.
Teachers who are verbally abusive, especially those who use
"friendly" sarcasm, also cause misbehavior.
Finally, when students feel that teacher responds unfairly to
misbehavior, further misbehave often results.
124. Managing Difficult Participants
Unfortunately, there are times when, as a
facilitator, you will have to manage the
behaviors of challenging or difficult
participants.
Managing difficult situations is something that
facilitators generally try to avoid as nobody
likes conflict.
However, experience dictates that
unresolved situations in a training
environment often deleteriously affect the
learning of other people in the group.
Therefore, inappropriate or difficult behavior
needs to be managed efficiently and
effectively.
125. Group Assignment II
Evaluate the learning environment of the IFAE centers you
are assigned. Discuss briefly each of the following elements
of the environment looks like in the centers.
◦ Social environment (maximum of one page)
◦ Physical environment (maximum of one page)
◦ Emotional environment (maximum of one page)
◦ Cognitive environment (maximum of one page)
◦ Holistic environment (maximum of one page)
Maximum of 5 pages
Evaluation Criteria
◦ Accuracy
◦ Focus
◦ Coherence
◦ Clarity
◦ Readability
127. Definitions of Learning Aids
Learning aid encompasses all the materials and
physical means a facilitator might use to implement
instruction and facilitate learners’ achievement of
instructional objectives.
The instructional media selection process is a
systematic approach and an integral component of the
instructional systems design process.
When selecting the most appropriate instructional
media for learning, consideration must be given to a
number of variables that may influence the selection of
one medium over another.
Using a systematic approach to media selection
ensures that appropriate instructional media are
employed to support desired learning objectives.
Media selection analysis must evaluate general and
specific criteria, including instructional, learner, and cost
aspects for each delivery (instructional medium) to
ensure attainment of the instructional goal.
128. Types of learning aids
Different types of educational experiences
exist - from hands-on apprenticeships to role-
playing, from demonstration to reading
printed text.
Some educators believe that different
experiences are more or less effective for
achieving different types of instructional
outcomes.
For example, text with pictures is not as
effective for as live demonstrations for
teaching motor skills.
Instructors who are considering the use of
media should ask themselves, “How do I
expect the media or type of learning activity
to make learning more effective?
129. instruction media
◦ Real objects and models
◦ Printed text (books, handouts,
worksheets)
◦ Printed visuals (pictures, photos,
drawings, charts, graphs)
◦ Display boards (chalks, bulletin,
multipurpose)
◦ Interactive white boards
◦ Audio and video (Tape and Television)
131. Visual Aids: The aids which use sense of vision
are called Visual aids. For example; actual objects,
models, pictures, flip charts, maps, flash cards,
flannel board, bulletin board, chalkboard, overhead
projector, slides etc. Out of these black board and
chalk are the commonest ones.
132. Audio Aids: The aids that involve the sense of
hearing are called Audio aids.
For example: - radio, tape recorder,
gramophone, Tele lecture etc.
Audio - Visual Aids: The aids which involve
the sense of vision as well as hearing are
called Audio- Visual aids.
For example: - television, video tape, film
projector, film strips etc.
133. Importance of learning aid
(Why use them?)
As a rule, educational experiences that involve the learner physically
and that give concrete examples are retained longer than abstract
experiences such as listening to a lecture.
Instructional media help add elements of reality, for instance,
including pictures or highly involved computer simulations in a
lecture.
◦ Motivation: teaching aids motivate the learners so that they can learn better
◦ Clarification: Through teaching aids, the teacher clarifies the subject matter
more easily.
◦ Saves Time and Money
◦ Classroom Live and active: Teaching aids make the classroom live and
active.
◦ Avoids Dullness
◦ Direct Experience: Teaching aids provide direct experience to the learners
134. Characteristics of Good learning aid
◦ Simple and to the point
◦ Suitable and relevant to the task
◦ Essential and necessary
◦ Interesting and challenging
◦ Saving effort and time
◦ Promote learners understanding
◦ Attract and hold learners attention
135. Some of the principles of using aids
in the instruction are the following
• It should be large enough to be seen by
all the class
• It should be easily moved and transported
• Only essentials are included
• It should be durable and strongly
constructed
137. The Concept of Assessment in Adult
Education
Assessment of learning refers to a
process of gathering information in order
to determine the level of achievement of
the stated learning aims and objectives.
Facilitators can assess learning activities
to verify the extent to which learners
have acquired the necessary knowledge,
skills and values.
They can also use it to identify problems
that arise with the teaching and learning
strategies used.
138. Assessment of learning has at least three main
functions.
The first is diagnostic, where facilitators identify what
learners can do before participating in any teaching and
learning activities.
The second is formative, where facilitators monitor the
progress made by the learners. they indicate to the
learners what they are doing well and what they need to
improve on.
The third is summative, where facilitators make definite
judgment about the progress made by the learners and
use the results tom predict the future competence of
learners based on their present performance.
Assessment of learning should take place at different
stages in aprogram.
139. Assessment Methods
Facilitators can assess learning using participatory methods,
where both learners and facilitators are actively involved.
This follows the principle of cooperation among Africans.
Both facilitators and learners be involved in identifying
outcomes and assessment criteria, discussing the
assessment through feedback and keeping effective records
for future reference.
Methods of assessment can also involve learners and peers,
as well as internal and external assessors.
There is no single way to conduct an assessment exercise
because the variety of information that we are likely to look
for.
The main sources from which such information can be obtained
are
Feedback from classroom observation
Feedback from learners themselves
Feedback from facilitators
Feedback from other stakeholders
140. Each of the main sources of from which
information can be obtained, listed above, could
use application forms, assessment checklists,
worksheets and learning journals, written class
exercises and assignments to carry out their
assessment.
the process could also involve the use of
conversation oral questions and answers,
practical work role play, simulation, exhibition,
interviews and discussions, demonstration and
oral exercises.
It may be necessary for the facilitators to discuss
this with the learners and decide which methods
to use for assessment.
Africans believe that “smoke does not affect
honeybees alone” , honey gatherers are also
affected
141. Interview and discussion
Facilitators can assess the contributions of
adult learners through interviews and
discussions. These can range from formal,
structured interview to informal, unstructured
discussions. They can also hold such
interviews and discussions with either
individuals or groups.
They could observe the activities and
contributions of individuals with in the group.
They could also group members to indicate
the exact contributions of the individuals.
In addition individuals can indicate what their
own contribution been
142. Demonstration
The facilitators can ask the learners to
demonstrate an activity or event as a
way of finding out whether the are
capable of doing something.
For example, adult learners may
demonstrate how to purify their water
before drinking or how to prepare milk
fro soya beans.
143. Role Play
Comments made by colleagues about
how well the particular learner
understands his or her role
Reactions fro colleagues about how
clearly the learner was able to
communicate his or her ideas efficiently
and effectively
Assessing the creativity levels of the
learners as well as how the learner was
able to interact with the others in the role
play
Determine whether the learner used the
speech and body language efficiently
and effectively.
144. Class exercise
The facilitator has the responsibility to
asses the performance of the learners
in the practical aspects of the subject.
A class exercise that may be in oral or
written form is a useful method for
assessing adult learners.
Oral exercises could be in the form of
oral examinations, seminar
presentations, small group
discussions, graphics and practical
performance or demonstration.
145. Portfolios
A portfolio is a collection of learners experiences and
achievements during a period of educational activity.
This folder is a progress portfolio.
The progress portfolio records the achievements made by
the learners from the start until the end of the program.
Performance portfolios can provide a collection of work that
can be used to judge the achievement of learners.
It can contain almost all the activities embarked upon by the
adult learner.
Portfolios are useful for assessment because they are a
record of learners accomplishments over time.
This records can be kept in a folder.
this portfolio can be individual learning goals prepared by the
learner before and after the session
Portfolio can be very motivational for learners, because they
can display what they have accomplished.
