Trainers have to understand adult learning principles20 july


Published on

Published in: Business, Technology
1 Like
  • Be the first to comment

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Trainers have to understand adult learning principles20 july

  1. 1. Trainers have to understand Adult Learning Principles "wpfcgu *syefEdkifiHrSm wuUodkvfrS ygarmuQwpfOD;[m (ZifusifhpOfusifhaom) Zifq7m}uD;wpfOD;xH oGm;a7mufvnfywfygonf? Zifq7m}uD;ESifhtwl vBuf7nf jurf;aomuf7ef pxdkifvdkufonfESifh ygarmuQrS pwifpum;a=ymyg onf? ygarmuQtaeESifh qufwdkufpum;a=ymygonf? Zifq7m}uD;rS ygarmuQ twGufvBuf7nfjurf;iSJhay;ygonf? ygarmuQ qufwdkufpum;a=ymae7mrS vBuf7nfjurf;awG cGufxJrS wqifh yef;uef=ym;xJ/ xdkrSwqifh olhaygifay: usvmvdkh 7kwfw7ufxckef vdkufayrJh Zifq7m}uD;uawmh qufxnfh +rJxnfhaeygw,f? "7yfvdkufawmhav/ bmvkyfaewmvJ" vdkhygarmuQuatmfa=ymygw,f/
  2. 2. Zen the Art of Learning A university prof essor went to visit a Zen master at a temple in Japan. As he was seated f or tea with the master, the prof essor began talking. On and on the prof essor went without a pause. As the prof essor talked, the master poured tea. Suddenly the prof essor jumped up, realizing that the tea has overf lowed the cup, the saucer, and was in his lap. Yet still the master poured. “Stop!” “What are you doing? ” The master looked up and said, “Just as the cup can hold no more tea when it is f ull, how can I teach you when your mind is already f ull . (B raham, 1995) Unit Two Slide 2
  3. 3. Adults retain • ( )% of what they hear • ( )% of what they see • ( )% of what they hear and see • ( )% of what they see, hear and say • ( )% of what they see, hear, say and do Unit One Slide 3
  4. 4. Adults retain • ( 20 )% of what they hear • ( 30 )% of what they see • ( 50 )% of what they hear and see • ( 70 )% of what they see, hear and say • ( 90 )% of what they see, hear, say and do Unit One Slide 4
  5. 5. Adult Learning Principles Trainer’s Version Learners learn best when… The trainer’s role is to…. 1. They feel valued and Elicit and affirm learner’s respected for the experiences and experiences and perspectives perspectives they bring to the training situation Training strategies include Ask learners to respond to questions before providing them with answers 2. The learning experience is active and not passive Actively engage learners in Include a variety of their learning experience methods: case studies, role plays, demonstration through which learners practice implementing new skills 3. The learning experience fulfill their immediate needs Identify learner’s needs and design training content and methods that meet these needs and are directly relevant to Conduct a pre-training assessment to determine learner’s needs and design the training course Unit One Slide according to those needs 5
  6. 6. Adult Learning Principles Trainer’s Version Learners learn best when… The trainer’s role is to…. Training strategies include 4. They accept responsibility for their own learning Establish and enforce group norms that create an environment of individual and group responsibility for learning Ask learners to commit to monitoring themselves and the group and raise concerns when people are not following group norms 5. Their learning is self directed and meaningful to them Involve learners in deciding on the content that will be covered during the training course Ask for learner’s expectations for the course before presenting the agenda and find ways to adapt the agenda to meet their needs 6. Their learning experience addresses ideas, feelings and actions Use multiple training methods that elicit knowledge, attitudes and skills While designing the course, keep a list to make sure you are employing a variety of methods Unit One Slide 6
  7. 7. Adult Learning Principles Trainer’s Version Learners learn best when… The trainer’s role is to…. Training strategies include 7. New material is related to what learners already know Use training methods that enable learners to integrate new material and establish a relationship with existing information When introducing new information, ask what learners already know and then link the new information to existing knowledge 8. The learning environment is conducive to learning Take measures to ensure that the physical and social environment (training space) is safe, comfortable and enjoyable Have music playing when learners enter the room Use a variety of activities to facilitate learning similar concepts through different means and ensure prompt, reinforcing feedback Design icebreakers, energizers and closing activities to introduce or reinforce content from the session Summarize what participants just learn before moving on to a Unit One Slide 7 new topic 9. Learning is reinforced Check with learners about the room temperature
  8. 8. Adult Learning Principles Trainer’s Version Learners learn best when… The trainer’s role is to…. Training strategies include 10. Learning is applied immediately Provide opportunities for learners to apply the new information and skills they have learned Design activities so that once participants learn new information or skills, they practice applying them immediately 11. Learning occurs in small groups Use small-group training methods that encourage learners to explore feelings, attitudes and skills with other learners Divide participants into small groups to research new information, discuss indepth content or practice applying new skills Unit One Slide 8
  9. 9. Adult Learning Principles Trainer’s Version Learners learn best when… The trainer’s role is to…. Training strategies include 12. The training values their contributors as both a learner and a teacher Encourage learners to share their expertise and experiences with the trainer and other learners Begin the training course by acknowledging that trainers do not know everything and there is a lot of collective wisdom and experience in the room Remember to ask learners to respond before providing answers If someone asks a question and you don’t know the answer ask learners if they know or could find out Unit One Slide 9
  10. 10. Golden Rules of ParticipatoryTraining 1.Be clear about what you are trying to accomplish • Present the learning objectives at the beginning of training course • Learners should know – – – what is expected of them what they should know what they are able to do at the end of the course 2.Less is more • It is better to spend more time on fewer topics so that learners have adequate time – to absorb and reflect on new information – and to practice new skills. Unit One Slide 10
  11. 11. 3. Ask, don’t tell • Instead of telling learners what they need to know, get them actively involved in the learning process by – – – asking them to share experiences and perspectives, posing discussion questions, and encouraging participation in learning activities. • (Learners will be more likely to remember new information and apply it outside of the training if they discover it themselves rather than have it told to them) 4. It’s not about you • Remember, the training course should be learner-centered, and not trainer-centered. • As a trainer, the point is not to demonstrate how knowledgeable or skilled you are regarding the topic at hand. • Instead, your role is to ensure that the learners are meeting the course objectives Unit One Slide 11
  12. 12. Golden Rules of Participatory Training 5.Appreciate diversity • Everyone comes to a training course with diverse life experiences and perspectives. • Encourage learners to participate and interact so that they can learn from each other. 6.. Practice makes perfect • Integrate opportunities throughout the training course for learners to apply new knowledge and practice new skills. • The more comfortable they become with new information or skills during a training course the more likely they will use them outside of the training Unit One Slide 12
  13. 13. Golden Rules of Training 7. Simple to complex • Start with simple information or skill building activities, • Allow learners to develop confidence in their understanding of the information or their ability to perform the skil l • then gradually add new, more complex information or skill development steps. • (Always try to build on existing knowledge and skill levels) 8.. Safe to risk-taking • Avoid sensitive or emotionally charged topics and activities that may place a learner in a position outside of his/her comfort zone early in the training course • Start with safe activities that foster trust and information-sharing among group members, • gradually integrate risk-taking activities such as role plays, and Unit One Slide 13 sensitive topics as the training progresses
  14. 14. Golden Rules of Training 9. Group supported to solo • Start with activities that encourage group members to help each other uncover new information and develop new skills. • Gradually move towards activities that require independence as learners become more comfortable with their grasp of the content and skills 10. Repetition of facts and skills in diverse and interesting ways • Enable learners to develop mastery over new information and skills by creating various opportunities for that information to be repeated and those skills to be practiced Unit One Slide 14
  15. 15. Golden Rules of Training 11. Don’t do what the learner can do; don’t decide what the learner can decide • As appropriate, let go of having complete control of the group. • Allow the learners to be in charge of their own learning • Support newfound autonomy that occurs with the mastery of new in formation and skills. 12. Consider use of other training materials and methods • Always think about the learning needs of the group • Adapt training curricula and activities to best foster learning among the group. Unit One Slide 15