SlideShare a Scribd company logo
1 of 23
Planning adultPlanning adult
education and eventeducation and event
managementmanagement
By R. Koncevičienė
November 30, 2017
Šakiai
PlanningPlanning
Preparation for a teachingPreparation for a teaching
event:event:
1. The organisation of the event and
logistics
2. Making the programme of the event
Important factors inImportant factors in
organising an event:organising an event:
• Planning the event
• Participants
• Educational and promotional material
• Training accessories
The main rule:
The more thoroughly we prepare for
the event, the smoother it is going
through.
Making the teachingMaking the teaching
and learningand learning
programmeprogramme
Goals
Contents
Questions when making theQuestions when making the
programmeprogramme
 Who am I goinng to work with in this seminar?
 What is the duration?
 What topic am I going to deliver?
 What can the participants gain from me?
 What are my expectations?
 What expectations do the participants and the
organisers have?
 How am I going to convey my ideas?
The needs of participantsThe needs of participants
• Age
• Education
• Experience
• Competences
Topic /TitleTopic /Title
• Answers the question WHAT?
• Consists of no more than 10 words
• Avoids twaddling
• Contains the words that reflect the problem
The choice of the trainingThe choice of the training
positionposition
TEACHER
TRAINER
FACILITATOR
1. Gives knowledge,
conveys information
(cognitive approach)
2. Forms skills
(psychomotor
approach)
3. Affects feelings and
emotions (emotional
approach)
GoalGoal
“If one does not know to which port one
is sailing, no wind is favorable.”
(Seneca)
Bloom’s Taxonomy of EducationalBloom’s Taxonomy of Educational
GoalsGoals
EDUCATIONAL GOALS –
BEHAVIORAL CHANGES
COGNITIVE GOALS-
KNOWLEDGE
EMOTIONAL GOALS-
UNDERSTANDING, EMOTIONS,
VALUES
PSYCHOMOTOR
GOALS –
SKILLS
Educational goalsEducational goals
Mean the result not the activity
Goals can be:
•PURPOSEFUL (e. g: andragogical competences of a
participant)
•LARGE-SCALE (e. g.: introduction of the differences
between pedagogy and andragogy; programme
design principles)
•MINOR (sometimes called objectives)
ObjectivesObjectives
Realistic steps that show the result
They can be checked by asking:
•Will the participants be able to, e.g., design a programme,
describe differences, understand, distinguish ...
Realise goals
Objectives reflect:
•Activity content
•Methods
•Results (skills, knowledge, attitudes)
Content/1Content/1
 What topics are necessary to provide knowledge?
 What topics should be put into practice?
 What are the goals of practical tasks:
 consolidation of the theory?
 extention of understanding?
 training?
 The relationship between theory and practice
 The intergration of practical examples and exercises
Content/2Content/2
 General topics and their sections (logical chain)
 The layout of the topics into modules
 Allotted space for parallel topics
 The topics which can be skipped
 Time for revision and generalization
 Methods
Time consumptionTime consumption
 Day-long activity – 6 h.
 Topic blocks 90 min long each.
 Breaks– 20 – 30 min.
 Lunch break– 60-90 min.
Time proportionsTime proportions
 INTRODUCTION (introducing, event theme, goal,
programme, work methods and rules) - 15%
 TEACHING (providing information, questions, answers,
discussions, group work, “icebreakers”) - 80%
 COMPLETION (summary, evaluation, farewell)
- 5%
Recording the event planRecording the event plan
TIME DURATION ACTIVITIES METHODS TOOLS
9.00 – 9.15 15 min. xxxx Discussion 1-5 slides
Pens
Task. Programme designTask. Programme design
principlesprinciples
• Step 1. The participants are devided into 5 groups.
• Step 2. Every group is provided with the description
of one principle of the programme design.
• Step 3. Group memebers discuss their principle and
prepare a short presentation to other participants of
the seminar.
(Duration – 15 min.)
Programme designProgramme design
principlesprinciples
• ADAPTABILITY
• CLARITY
• TARGETING
• EXCITEMENT
• ‘HIDDEN CONTENT’
SummarySummary
(program(programmeme principprinciplesles))
• Programme principles are considered to be the
essential ‘navigation’ system
• Activity principles could be compared to the
foundation for a building: the stronger the
foundation the stronger the building
• The principles alone are not enough, and you need:
o Tools
o Rules
o Schemes
o Technique
SummarySummary
Educational goals
Content
Methods
1.What tasks should the
participants be able to
solve after training?
2. What information is
required to achieve
goals?
3. What information,
experience and attitudes
do the participants
possess?

More Related Content

What's hot

B cweek 13 8 p20
B cweek 13 8 p20B cweek 13 8 p20
B cweek 13 8 p20Beth Carey
 
Capstone infographic
Capstone infographicCapstone infographic
Capstone infographicburgesco
 
Make Your Data Work for You
Make Your Data Work for YouMake Your Data Work for You
Make Your Data Work for YouVia Evaluation
 
Learn all about Thesis Writing from our experts
Learn all about Thesis Writing from our expertsLearn all about Thesis Writing from our experts
Learn all about Thesis Writing from our expertsFull Assignment
 
Lesson Template by Suji Suresh
Lesson Template by Suji SureshLesson Template by Suji Suresh
Lesson Template by Suji Sureshsujisuresh4
 
Lab CR Presentation
Lab CR PresentationLab CR Presentation
Lab CR PresentationLisa Madden
 

What's hot (7)

B cweek 13 8 p20
B cweek 13 8 p20B cweek 13 8 p20
B cweek 13 8 p20
 
Capstone infographic
Capstone infographicCapstone infographic
Capstone infographic
 
Make Your Data Work for You
Make Your Data Work for YouMake Your Data Work for You
Make Your Data Work for You
 
CPD at Tallis
CPD at TallisCPD at Tallis
CPD at Tallis
 
Learn all about Thesis Writing from our experts
Learn all about Thesis Writing from our expertsLearn all about Thesis Writing from our experts
Learn all about Thesis Writing from our experts
 
Lesson Template by Suji Suresh
Lesson Template by Suji SureshLesson Template by Suji Suresh
Lesson Template by Suji Suresh
 
Lab CR Presentation
Lab CR PresentationLab CR Presentation
Lab CR Presentation
 

Similar to Tau planning adult education and event management

211_lesson_planning (5).ppt
211_lesson_planning (5).ppt211_lesson_planning (5).ppt
211_lesson_planning (5).pptNerissaDollente
 
Project management
Project managementProject management
Project managementmmcdowell13
 
Module 2a lesson plan basic instructional skills
Module 2a  lesson plan basic instructional skillsModule 2a  lesson plan basic instructional skills
Module 2a lesson plan basic instructional skillsLaurence Yap M.A. (UM) CHRM
 
M& E Tools For Training
M& E  Tools  For  TrainingM& E  Tools  For  Training
M& E Tools For Trainingirwansyah.yahya
 
Seminar in Syllabus Making
Seminar in Syllabus MakingSeminar in Syllabus Making
Seminar in Syllabus MakingDaryl Tabogoc
 
Lesson planning
Lesson planningLesson planning
Lesson planningAti Tesol
 
Design Flipped Classroom
Design Flipped ClassroomDesign Flipped Classroom
Design Flipped ClassroomPaula Peres
 
Workshop: Setting the Foundations for an Iterative Course Evolution Model – A...
Workshop: Setting the Foundations for an Iterative Course Evolution Model – A...Workshop: Setting the Foundations for an Iterative Course Evolution Model – A...
Workshop: Setting the Foundations for an Iterative Course Evolution Model – A...Blackboard APAC
 
RevistingABC: Beyond blended: new definitions, principles and resources
RevistingABC: Beyond blended: new definitions, principles and resourcesRevistingABC: Beyond blended: new definitions, principles and resources
RevistingABC: Beyond blended: new definitions, principles and resourcesSheila MacNeill
 
Designing Training Program.pptx27
Designing Training Program.pptx27Designing Training Program.pptx27
Designing Training Program.pptx27Khan Hoque
 
Addie model
Addie modelAddie model
Addie modelSDM1946
 
Intro to the Course_8430d414e16f36a38d49b93d49b35589.pptx
Intro to the Course_8430d414e16f36a38d49b93d49b35589.pptxIntro to the Course_8430d414e16f36a38d49b93d49b35589.pptx
Intro to the Course_8430d414e16f36a38d49b93d49b35589.pptxLaluRian
 
Curriculum develop cost time example
Curriculum develop cost time exampleCurriculum develop cost time example
Curriculum develop cost time exampleDebbi Lewis
 

Similar to Tau planning adult education and event management (20)

211_lesson_planning (5).ppt
211_lesson_planning (5).ppt211_lesson_planning (5).ppt
211_lesson_planning (5).ppt
 
Project management
Project managementProject management
Project management
 
Module 2a lesson plan basic instructional skills
Module 2a  lesson plan basic instructional skillsModule 2a  lesson plan basic instructional skills
Module 2a lesson plan basic instructional skills
 
M& E Tools For Training
M& E  Tools  For  TrainingM& E  Tools  For  Training
M& E Tools For Training
 
Seminar in Syllabus Making
Seminar in Syllabus MakingSeminar in Syllabus Making
Seminar in Syllabus Making
 
Lesson planning
Lesson planningLesson planning
Lesson planning
 
Lesson plan for training
Lesson plan for trainingLesson plan for training
Lesson plan for training
 
Design Flipped Classroom
Design Flipped ClassroomDesign Flipped Classroom
Design Flipped Classroom
 
London
LondonLondon
London
 
Workshop: Setting the Foundations for an Iterative Course Evolution Model – A...
Workshop: Setting the Foundations for an Iterative Course Evolution Model – A...Workshop: Setting the Foundations for an Iterative Course Evolution Model – A...
Workshop: Setting the Foundations for an Iterative Course Evolution Model – A...
 
RevistingABC: Beyond blended: new definitions, principles and resources
RevistingABC: Beyond blended: new definitions, principles and resourcesRevistingABC: Beyond blended: new definitions, principles and resources
RevistingABC: Beyond blended: new definitions, principles and resources
 
Presentation on lesson planning
Presentation on lesson planningPresentation on lesson planning
Presentation on lesson planning
 
Designing Training Program.pptx27
Designing Training Program.pptx27Designing Training Program.pptx27
Designing Training Program.pptx27
 
Addie model
Addie modelAddie model
Addie model
 
Lesson plan
Lesson planLesson plan
Lesson plan
 
Intro to the Course_8430d414e16f36a38d49b93d49b35589.pptx
Intro to the Course_8430d414e16f36a38d49b93d49b35589.pptxIntro to the Course_8430d414e16f36a38d49b93d49b35589.pptx
Intro to the Course_8430d414e16f36a38d49b93d49b35589.pptx
 
Lesson Planning.docx
Lesson Planning.docxLesson Planning.docx
Lesson Planning.docx
 
Curriculum develop cost time example
Curriculum develop cost time exampleCurriculum develop cost time example
Curriculum develop cost time example
 
Micro n peda
Micro n pedaMicro n peda
Micro n peda
 
Seda Conference 5 May 2011
Seda Conference 5 May 2011Seda Conference 5 May 2011
Seda Conference 5 May 2011
 

More from Veronica Gelfgren

Tau Seminar 2 material [part 2]
Tau Seminar 2 material [part 2]Tau Seminar 2 material [part 2]
Tau Seminar 2 material [part 2]Veronica Gelfgren
 
Tau Seminar 2 material [part 1]
Tau Seminar 2 material [part 1]Tau Seminar 2 material [part 1]
Tau Seminar 2 material [part 1]Veronica Gelfgren
 
Tau Seminar 2 material [part 4]
Tau Seminar 2 material [part 4]Tau Seminar 2 material [part 4]
Tau Seminar 2 material [part 4]Veronica Gelfgren
 
Tau Seminar 2 material [part 3]
Tau Seminar 2 material [part 3]Tau Seminar 2 material [part 3]
Tau Seminar 2 material [part 3]Veronica Gelfgren
 
Tau Sseminar1 material part2
Tau Sseminar1 material part2Tau Sseminar1 material part2
Tau Sseminar1 material part2Veronica Gelfgren
 
Tau the influence of inborn qualities on learning
Tau the influence of inborn qualities on learningTau the influence of inborn qualities on learning
Tau the influence of inborn qualities on learningVeronica Gelfgren
 
Tau delivery of a training seminar for adults
Tau delivery of a training seminar for adultsTau delivery of a training seminar for adults
Tau delivery of a training seminar for adultsVeronica Gelfgren
 
Dialogue project brochure Finnish
Dialogue project brochure FinnishDialogue project brochure Finnish
Dialogue project brochure FinnishVeronica Gelfgren
 
Dialogue project brochure English
Dialogue project brochure EnglishDialogue project brochure English
Dialogue project brochure EnglishVeronica Gelfgren
 
SupEFL Multiplier Event Presentation Helsinki 20 June 2017
SupEFL Multiplier Event Presentation Helsinki 20 June 2017SupEFL Multiplier Event Presentation Helsinki 20 June 2017
SupEFL Multiplier Event Presentation Helsinki 20 June 2017Veronica Gelfgren
 
Mobile-Tech Multiplier Event Presentation Helsinki 20 June 2017
Mobile-Tech Multiplier Event Presentation Helsinki 20 June 2017Mobile-Tech Multiplier Event Presentation Helsinki 20 June 2017
Mobile-Tech Multiplier Event Presentation Helsinki 20 June 2017Veronica Gelfgren
 
Radar project presentation in Finnish
Radar project presentation in FinnishRadar project presentation in Finnish
Radar project presentation in FinnishVeronica Gelfgren
 

More from Veronica Gelfgren (20)

Tau Seminar 2 material [part 2]
Tau Seminar 2 material [part 2]Tau Seminar 2 material [part 2]
Tau Seminar 2 material [part 2]
 
Tau Seminar 2 material [part 1]
Tau Seminar 2 material [part 1]Tau Seminar 2 material [part 1]
Tau Seminar 2 material [part 1]
 
Tau Seminar 2 material [part 4]
Tau Seminar 2 material [part 4]Tau Seminar 2 material [part 4]
Tau Seminar 2 material [part 4]
 
Tau Seminar 2 material [part 3]
Tau Seminar 2 material [part 3]Tau Seminar 2 material [part 3]
Tau Seminar 2 material [part 3]
 
Tau Sseminar1 material part2
Tau Sseminar1 material part2Tau Sseminar1 material part2
Tau Sseminar1 material part2
 
Tau Seminar1 material part1
Tau Seminar1 material part1Tau Seminar1 material part1
Tau Seminar1 material part1
 
Tau Seminar1 material part4
Tau Seminar1 material part4Tau Seminar1 material part4
Tau Seminar1 material part4
 
Tau Seminar1 material part3
Tau Seminar1 material part3Tau Seminar1 material part3
Tau Seminar1 material part3
 
Tau the influence of inborn qualities on learning
Tau the influence of inborn qualities on learningTau the influence of inborn qualities on learning
Tau the influence of inborn qualities on learning
 
Tau problem situations
Tau problem situationsTau problem situations
Tau problem situations
 
Tau pedagogy and androgogy
Tau pedagogy and androgogyTau pedagogy and androgogy
Tau pedagogy and androgogy
 
Tau delivery of a training seminar for adults
Tau delivery of a training seminar for adultsTau delivery of a training seminar for adults
Tau delivery of a training seminar for adults
 
Tau adult teacher portrait
Tau adult teacher portraitTau adult teacher portrait
Tau adult teacher portrait
 
Tau adult student portrait
Tau adult student portraitTau adult student portrait
Tau adult student portrait
 
Dialogue project brochure Finnish
Dialogue project brochure FinnishDialogue project brochure Finnish
Dialogue project brochure Finnish
 
Dialogue project brochure English
Dialogue project brochure EnglishDialogue project brochure English
Dialogue project brochure English
 
SupEFL Multiplier Event Presentation Helsinki 20 June 2017
SupEFL Multiplier Event Presentation Helsinki 20 June 2017SupEFL Multiplier Event Presentation Helsinki 20 June 2017
SupEFL Multiplier Event Presentation Helsinki 20 June 2017
 
Mobile-Tech Multiplier Event Presentation Helsinki 20 June 2017
Mobile-Tech Multiplier Event Presentation Helsinki 20 June 2017Mobile-Tech Multiplier Event Presentation Helsinki 20 June 2017
Mobile-Tech Multiplier Event Presentation Helsinki 20 June 2017
 
Radar project presentation in Finnish
Radar project presentation in FinnishRadar project presentation in Finnish
Radar project presentation in Finnish
 
SupEFL flashcards: food
SupEFL flashcards: foodSupEFL flashcards: food
SupEFL flashcards: food
 

Recently uploaded

Analyzing and resolving a communication crisis in Dhaka textiles LTD.pptx
Analyzing and resolving a communication crisis in Dhaka textiles LTD.pptxAnalyzing and resolving a communication crisis in Dhaka textiles LTD.pptx
Analyzing and resolving a communication crisis in Dhaka textiles LTD.pptxLimon Prince
 
會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文
會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文
會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文中 央社
 
SPLICE Working Group: Reusable Code Examples
SPLICE Working Group:Reusable Code ExamplesSPLICE Working Group:Reusable Code Examples
SPLICE Working Group: Reusable Code ExamplesPeter Brusilovsky
 
Trauma-Informed Leadership - Five Practical Principles
Trauma-Informed Leadership - Five Practical PrinciplesTrauma-Informed Leadership - Five Practical Principles
Trauma-Informed Leadership - Five Practical PrinciplesPooky Knightsmith
 
When Quality Assurance Meets Innovation in Higher Education - Report launch w...
When Quality Assurance Meets Innovation in Higher Education - Report launch w...When Quality Assurance Meets Innovation in Higher Education - Report launch w...
When Quality Assurance Meets Innovation in Higher Education - Report launch w...Gary Wood
 
Observing-Correct-Grammar-in-Making-Definitions.pptx
Observing-Correct-Grammar-in-Making-Definitions.pptxObserving-Correct-Grammar-in-Making-Definitions.pptx
Observing-Correct-Grammar-in-Making-Definitions.pptxAdelaideRefugio
 
male presentation...pdf.................
male presentation...pdf.................male presentation...pdf.................
male presentation...pdf.................MirzaAbrarBaig5
 
The Story of Village Palampur Class 9 Free Study Material PDF
The Story of Village Palampur Class 9 Free Study Material PDFThe Story of Village Palampur Class 9 Free Study Material PDF
The Story of Village Palampur Class 9 Free Study Material PDFVivekanand Anglo Vedic Academy
 
24 ĐỀ THAM KHẢO KÌ THI TUYỂN SINH VÀO LỚP 10 MÔN TIẾNG ANH SỞ GIÁO DỤC HẢI DƯ...
24 ĐỀ THAM KHẢO KÌ THI TUYỂN SINH VÀO LỚP 10 MÔN TIẾNG ANH SỞ GIÁO DỤC HẢI DƯ...24 ĐỀ THAM KHẢO KÌ THI TUYỂN SINH VÀO LỚP 10 MÔN TIẾNG ANH SỞ GIÁO DỤC HẢI DƯ...
24 ĐỀ THAM KHẢO KÌ THI TUYỂN SINH VÀO LỚP 10 MÔN TIẾNG ANH SỞ GIÁO DỤC HẢI DƯ...Nguyen Thanh Tu Collection
 
PSYPACT- Practicing Over State Lines May 2024.pptx
PSYPACT- Practicing Over State Lines May 2024.pptxPSYPACT- Practicing Over State Lines May 2024.pptx
PSYPACT- Practicing Over State Lines May 2024.pptxMarlene Maheu
 
Graduate Outcomes Presentation Slides - English (v3).pptx
Graduate Outcomes Presentation Slides - English (v3).pptxGraduate Outcomes Presentation Slides - English (v3).pptx
Graduate Outcomes Presentation Slides - English (v3).pptxneillewis46
 
diagnosting testing bsc 2nd sem.pptx....
diagnosting testing bsc 2nd sem.pptx....diagnosting testing bsc 2nd sem.pptx....
diagnosting testing bsc 2nd sem.pptx....Ritu480198
 
Scopus Indexed Journals 2024 - ISCOPUS Publications
Scopus Indexed Journals 2024 - ISCOPUS PublicationsScopus Indexed Journals 2024 - ISCOPUS Publications
Scopus Indexed Journals 2024 - ISCOPUS PublicationsISCOPE Publication
 
Sternal Fractures & Dislocations - EMGuidewire Radiology Reading Room
Sternal Fractures & Dislocations - EMGuidewire Radiology Reading RoomSternal Fractures & Dislocations - EMGuidewire Radiology Reading Room
Sternal Fractures & Dislocations - EMGuidewire Radiology Reading RoomSean M. Fox
 
demyelinated disorder: multiple sclerosis.pptx
demyelinated disorder: multiple sclerosis.pptxdemyelinated disorder: multiple sclerosis.pptx
demyelinated disorder: multiple sclerosis.pptxMohamed Rizk Khodair
 
Major project report on Tata Motors and its marketing strategies
Major project report on Tata Motors and its marketing strategiesMajor project report on Tata Motors and its marketing strategies
Major project report on Tata Motors and its marketing strategiesAmanpreetKaur157993
 

Recently uploaded (20)

Analyzing and resolving a communication crisis in Dhaka textiles LTD.pptx
Analyzing and resolving a communication crisis in Dhaka textiles LTD.pptxAnalyzing and resolving a communication crisis in Dhaka textiles LTD.pptx
Analyzing and resolving a communication crisis in Dhaka textiles LTD.pptx
 
會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文
會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文
會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文
 
SPLICE Working Group: Reusable Code Examples
SPLICE Working Group:Reusable Code ExamplesSPLICE Working Group:Reusable Code Examples
SPLICE Working Group: Reusable Code Examples
 
Mattingly "AI and Prompt Design: LLMs with NER"
Mattingly "AI and Prompt Design: LLMs with NER"Mattingly "AI and Prompt Design: LLMs with NER"
Mattingly "AI and Prompt Design: LLMs with NER"
 
Supporting Newcomer Multilingual Learners
Supporting Newcomer  Multilingual LearnersSupporting Newcomer  Multilingual Learners
Supporting Newcomer Multilingual Learners
 
Trauma-Informed Leadership - Five Practical Principles
Trauma-Informed Leadership - Five Practical PrinciplesTrauma-Informed Leadership - Five Practical Principles
Trauma-Informed Leadership - Five Practical Principles
 
When Quality Assurance Meets Innovation in Higher Education - Report launch w...
When Quality Assurance Meets Innovation in Higher Education - Report launch w...When Quality Assurance Meets Innovation in Higher Education - Report launch w...
When Quality Assurance Meets Innovation in Higher Education - Report launch w...
 
Observing-Correct-Grammar-in-Making-Definitions.pptx
Observing-Correct-Grammar-in-Making-Definitions.pptxObserving-Correct-Grammar-in-Making-Definitions.pptx
Observing-Correct-Grammar-in-Making-Definitions.pptx
 
OS-operating systems- ch05 (CPU Scheduling) ...
OS-operating systems- ch05 (CPU Scheduling) ...OS-operating systems- ch05 (CPU Scheduling) ...
OS-operating systems- ch05 (CPU Scheduling) ...
 
male presentation...pdf.................
male presentation...pdf.................male presentation...pdf.................
male presentation...pdf.................
 
The Story of Village Palampur Class 9 Free Study Material PDF
The Story of Village Palampur Class 9 Free Study Material PDFThe Story of Village Palampur Class 9 Free Study Material PDF
The Story of Village Palampur Class 9 Free Study Material PDF
 
24 ĐỀ THAM KHẢO KÌ THI TUYỂN SINH VÀO LỚP 10 MÔN TIẾNG ANH SỞ GIÁO DỤC HẢI DƯ...
24 ĐỀ THAM KHẢO KÌ THI TUYỂN SINH VÀO LỚP 10 MÔN TIẾNG ANH SỞ GIÁO DỤC HẢI DƯ...24 ĐỀ THAM KHẢO KÌ THI TUYỂN SINH VÀO LỚP 10 MÔN TIẾNG ANH SỞ GIÁO DỤC HẢI DƯ...
24 ĐỀ THAM KHẢO KÌ THI TUYỂN SINH VÀO LỚP 10 MÔN TIẾNG ANH SỞ GIÁO DỤC HẢI DƯ...
 
PSYPACT- Practicing Over State Lines May 2024.pptx
PSYPACT- Practicing Over State Lines May 2024.pptxPSYPACT- Practicing Over State Lines May 2024.pptx
PSYPACT- Practicing Over State Lines May 2024.pptx
 
Graduate Outcomes Presentation Slides - English (v3).pptx
Graduate Outcomes Presentation Slides - English (v3).pptxGraduate Outcomes Presentation Slides - English (v3).pptx
Graduate Outcomes Presentation Slides - English (v3).pptx
 
diagnosting testing bsc 2nd sem.pptx....
diagnosting testing bsc 2nd sem.pptx....diagnosting testing bsc 2nd sem.pptx....
diagnosting testing bsc 2nd sem.pptx....
 
Scopus Indexed Journals 2024 - ISCOPUS Publications
Scopus Indexed Journals 2024 - ISCOPUS PublicationsScopus Indexed Journals 2024 - ISCOPUS Publications
Scopus Indexed Journals 2024 - ISCOPUS Publications
 
Sternal Fractures & Dislocations - EMGuidewire Radiology Reading Room
Sternal Fractures & Dislocations - EMGuidewire Radiology Reading RoomSternal Fractures & Dislocations - EMGuidewire Radiology Reading Room
Sternal Fractures & Dislocations - EMGuidewire Radiology Reading Room
 
Mattingly "AI & Prompt Design: Named Entity Recognition"
Mattingly "AI & Prompt Design: Named Entity Recognition"Mattingly "AI & Prompt Design: Named Entity Recognition"
Mattingly "AI & Prompt Design: Named Entity Recognition"
 
demyelinated disorder: multiple sclerosis.pptx
demyelinated disorder: multiple sclerosis.pptxdemyelinated disorder: multiple sclerosis.pptx
demyelinated disorder: multiple sclerosis.pptx
 
Major project report on Tata Motors and its marketing strategies
Major project report on Tata Motors and its marketing strategiesMajor project report on Tata Motors and its marketing strategies
Major project report on Tata Motors and its marketing strategies
 

Tau planning adult education and event management

  • 1. Planning adultPlanning adult education and eventeducation and event managementmanagement By R. Koncevičienė November 30, 2017 Šakiai
  • 3. Preparation for a teachingPreparation for a teaching event:event: 1. The organisation of the event and logistics 2. Making the programme of the event
  • 4. Important factors inImportant factors in organising an event:organising an event: • Planning the event • Participants • Educational and promotional material • Training accessories
  • 5. The main rule: The more thoroughly we prepare for the event, the smoother it is going through.
  • 6. Making the teachingMaking the teaching and learningand learning programmeprogramme Goals Contents
  • 7. Questions when making theQuestions when making the programmeprogramme  Who am I goinng to work with in this seminar?  What is the duration?  What topic am I going to deliver?  What can the participants gain from me?  What are my expectations?  What expectations do the participants and the organisers have?  How am I going to convey my ideas?
  • 8. The needs of participantsThe needs of participants • Age • Education • Experience • Competences
  • 9. Topic /TitleTopic /Title • Answers the question WHAT? • Consists of no more than 10 words • Avoids twaddling • Contains the words that reflect the problem
  • 10. The choice of the trainingThe choice of the training positionposition TEACHER TRAINER FACILITATOR 1. Gives knowledge, conveys information (cognitive approach) 2. Forms skills (psychomotor approach) 3. Affects feelings and emotions (emotional approach)
  • 11. GoalGoal “If one does not know to which port one is sailing, no wind is favorable.” (Seneca)
  • 12. Bloom’s Taxonomy of EducationalBloom’s Taxonomy of Educational GoalsGoals EDUCATIONAL GOALS – BEHAVIORAL CHANGES COGNITIVE GOALS- KNOWLEDGE EMOTIONAL GOALS- UNDERSTANDING, EMOTIONS, VALUES PSYCHOMOTOR GOALS – SKILLS
  • 13. Educational goalsEducational goals Mean the result not the activity Goals can be: •PURPOSEFUL (e. g: andragogical competences of a participant) •LARGE-SCALE (e. g.: introduction of the differences between pedagogy and andragogy; programme design principles) •MINOR (sometimes called objectives)
  • 14. ObjectivesObjectives Realistic steps that show the result They can be checked by asking: •Will the participants be able to, e.g., design a programme, describe differences, understand, distinguish ... Realise goals Objectives reflect: •Activity content •Methods •Results (skills, knowledge, attitudes)
  • 15. Content/1Content/1  What topics are necessary to provide knowledge?  What topics should be put into practice?  What are the goals of practical tasks:  consolidation of the theory?  extention of understanding?  training?  The relationship between theory and practice  The intergration of practical examples and exercises
  • 16. Content/2Content/2  General topics and their sections (logical chain)  The layout of the topics into modules  Allotted space for parallel topics  The topics which can be skipped  Time for revision and generalization  Methods
  • 17. Time consumptionTime consumption  Day-long activity – 6 h.  Topic blocks 90 min long each.  Breaks– 20 – 30 min.  Lunch break– 60-90 min.
  • 18. Time proportionsTime proportions  INTRODUCTION (introducing, event theme, goal, programme, work methods and rules) - 15%  TEACHING (providing information, questions, answers, discussions, group work, “icebreakers”) - 80%  COMPLETION (summary, evaluation, farewell) - 5%
  • 19. Recording the event planRecording the event plan TIME DURATION ACTIVITIES METHODS TOOLS 9.00 – 9.15 15 min. xxxx Discussion 1-5 slides Pens
  • 20. Task. Programme designTask. Programme design principlesprinciples • Step 1. The participants are devided into 5 groups. • Step 2. Every group is provided with the description of one principle of the programme design. • Step 3. Group memebers discuss their principle and prepare a short presentation to other participants of the seminar. (Duration – 15 min.)
  • 21. Programme designProgramme design principlesprinciples • ADAPTABILITY • CLARITY • TARGETING • EXCITEMENT • ‘HIDDEN CONTENT’
  • 22. SummarySummary (program(programmeme principprinciplesles)) • Programme principles are considered to be the essential ‘navigation’ system • Activity principles could be compared to the foundation for a building: the stronger the foundation the stronger the building • The principles alone are not enough, and you need: o Tools o Rules o Schemes o Technique
  • 23. SummarySummary Educational goals Content Methods 1.What tasks should the participants be able to solve after training? 2. What information is required to achieve goals? 3. What information, experience and attitudes do the participants possess?

Editor's Notes

  1. Atsakę į šiuos klausimus numatome, kad parengiamuoju laikotarpiu nueisime tokius žingsnius: 1.      Išanalizuosime dalyvių poreikius. 2.      Pasirinksime mokymo poziciją. 3.      Nustatysime tikslus ir uždavinius. 4.      Suformuosime mokymo turinį. 5.      Parinksime mokymo metodus ir priemones. 6.      Suskaičiuosime laiko sąnaudas. 7.      Užrašysime mokymo renginio planą. 8.      Apgalvosime kritines fazes. 9.      Sudarysime literatūros sąrašą.
  2. Iš anksto apibrėžti mokymo renginio tikslai, juos atitinkančios mokymo renginio temos bei visos potemės turi sudaryti vieną logišką grandinę. Atsižvelgdami į mokymo renginio tikslus ir tikslinę grupę bei jų poreikius, mokymo turinį galime detalizuoti daugiau arba mažiau, tačiau jo nereikėtų perkrauti įvairia medžiaga. Patogiausia temas dėstyti moduliais, t.y. medžiagos dalimis, turinčiomis aiškų tikslą ir apibendrinančias išvadas (pvz., Mokomojo renginio organizavimas). Paprastai po tokio modulio seka praktinės pratybos išgirstai informacijai įtvirtinti, įgūdžiams formuoti. Santykis tarp teorijos ir praktikos. Suaugusiųjų mokymasis yra aktyvus procesas, orientuotas į praktinį informacijos panaudojimą, todėl turi būti tinkamas santykis tarp informacijos pateikimo bei jos apdorojimo. Literatūroje nurodomas medžiagos pateikimo ir apdorojimo laiko santykis – 1:4 (viena dalis teorijos, keturios dalys praktikos). Realiame mokyme(si) šis santykis labai priklauso nuo dalyvių žinių bei medžiagos sudėtingumo, renginio trukmės ir pan., tačiau jis gali būti atskaitos tašku, rengiant mokymo renginio programos turinį. Renginys bet kuriuo atveju planuojamas taip, kad po 20–30 minučių teorinio įvado sektų ne trumpesnė kaip 30 minučių praktinė užduotis, susijusi su teorinio įvado tema. Praktinių pavydžių integracija.Teorinė medžiaga dalyviams bus įdomesnė ir geriau suvokiama, jeigu „knyginė“ išmintis iliustruojama pavyzdžiais, susijusiais su mokytojų, dalyvių ir visuomenės patirtimi. Apie tai, kokie pavyzdžiai bus pateikiami, galvojama rengiant mokymo turinio temas, numatant, kokioje vietoje ir kokia mintis bus paremta pavyzdžiu. Iš anksto apgalvojus šį renginio momentą, netenkas ekspromtu galvoje ieškoti tinkamo pavyzdžio arba naudoti pirmą į galvą atėjusį. Renkantis pavyzdžius tikslinga atminti, kad pavyzdžiai iš kitų mokymų, ypač nurodant, kur, kada ir su kuo tai atsitiko, nėra etiški. Taip pat svarbu nepamiršti, kad „per daug sviesto vis dėlto gali sugadinti košę“, todėl nedera teorinio pristatymo paversti asmeninės patirties demonstravimu.
  3. Temos praleidimas, jei trūktų laiko. Laikas mokymo renginyje – labai svarbus. Patirtis rodo, kad ir kaip gerai suplanuotum laiką, kartais jo ima ir pritrūksta. Norėdami išvengti karštligiško išeities ieškojimo pačiame renginyje, jau rengdami mokymo turinį galime numatyti, kokią temą praleistume, jeigu pritrūktų laiko. Kai renginį planuojame moduliais, tai numatyti nėra labai sunku. Kartu galime pagalvoti ir apie tai, kokia papildoma tema (moduliu) galime papildyti turinį, jeigu tam atsirastų poreikis ar to reikalautų situacija. Laikas medžiagai pakartoti ir apibendrinti. Medžiagos pakartojimas glaudžiai siejasi su praktinėmis užduotimis.Medžiagos apibendrinimą paprastai darome baigdami teorinį įvadą, siedami praktinių užduočių išvadas su išgirsta teorine informacija, užbaigdami dienos arba seminaro darbą. Apibendrinimas primena dalyviams tai, kas buvo išgirsta, padeda jiems susidaryti loginę teorinės ir praktinės medžiagos struktūrą, atkreipia jų dėmesį į pagrindinius dalykus.
  4. Skaičiuodami laiko sąnaudas atsižvelgiame į tokius veiksnius: ·        tikslinę grupę (dalyvių skaičius, dalyvių turimų žinių lygis, ar visų turimos žinios yra tokios pat); ·        renginio tikslus (ar tik supažindinti, ar ir išmokyti, įdiegti naudoti praktiškai) bei turinį; ·        pasirinktus mokymo metodus (jų sudėtingumas, trukmė).   Trukmė. Optimali mokomojo renginio suaugusiesiems trukmė – 6 užsiėmimų valandos, kurios dažniausiai dalijamos blokais po 90 minučių; maždaug po 40 darbo minučių rekomenduojama trumpa (5 min.) pertrauka arba aktyvinantis pratimas. Pertraukos. Nepriklausomai nuo to, kad mokymų metu kaitaliojame pasyvias ir aktyvias fazes, planuodami mokymo renginį nepamirškime tinkamo ilgumo pertraukų. Priešingu atveju mokymasis vyks ne taip sėkmingai: ir dalyviai, ir mes patys jausime perkrovą bei nepasitenkinimą darbu. Iš anksto numatydami tokią riziką, arba sumažinkime mokymo turinį, nustatydami labai aiškius prioritetus arba pailginkime bendrąjį mokymo renginio laiką. Pietų pertrauka turėtų trukti ne trumpiau nei 60 min., rekomenduojama jos trukmė – 90 minučių. Užsiėmimas po pietų pertraukos turėtų prasidėti aktyvia faze, kitaip dalyviams bus sunku sutelkti dėmesį.
  5. Skaičiuojant laiko sąnaudas mokymo renginyje rekomenduojama įžangai (susipažinimui, renginio temos, tikslų, programos, darbo metodų pristatymui, susitarimui dėl darbo taisyklių, dalyvių lūkesčių išsiaiškinimui) skirti 15% laiko; dėstymui (informacijos pristatymui, klausimams, atsakymams, diskusijoms, darbui grupėmis, ledlaužiams) – 80%, o užbaigimui (apibendrinimui, įvertinimui, atsisveikinimui) – 5% laiko.