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<ul><li>A personal process, which occurs internally </li></ul><ul><li>Learning can involve: </li></ul><ul><ul><li>Growth o...
<ul><li>Definition – “Assisting people to learn” </li></ul><ul><li>Involves a relationship between the learners, content a...
<ul><li>Visual, auditory, kinaesthetic </li></ul><ul><li>Left/right brain (hemisphere) </li></ul><ul><li>Pragmatists, acti...
<ul><li>Recognise: </li></ul><ul><ul><li>People learn in different ways </li></ul></ul><ul><ul><li>What works effectively ...
<ul><li>Pedagogical – traditional, teacher-centred, based on instruction from the teacher to the student </li></ul><ul><li...
<ul><li>The need to know </li></ul><ul><li>The learner’s self-concept </li></ul><ul><li>The role of learners’ experience <...
<ul><li>Active participation </li></ul><ul><li>Meaningful and relevant </li></ul><ul><li>Holistic learning </li></ul><ul><...
<ul><li>Behavioural learning theory </li></ul><ul><li>Information processing theory </li></ul><ul><li>Cognitive learning t...
<ul><li>Focus on observable behaviour </li></ul><ul><ul><li>Learning is better when the learner is active </li></ul></ul><...
<ul><li>Uses the computer as a model for human learning </li></ul><ul><ul><li>Takes in information </li></ul></ul><ul><ul>...
<ul><li>Based on the cognitive process we use to acquire knowledge </li></ul><ul><li>Knowledge based on: </li></ul><ul><ul...
<ul><li>Learners construct knowledge for themselves </li></ul><ul><ul><li>Each learner individually and socially construct...
<ul><li>Situation based – placed in a social context (i.e. the workplace) </li></ul><ul><li>Through relationships between ...
<ul><li>Based on the need to develop problem-solving skills in order for learning to take place </li></ul><ul><li>Learning...
<ul><li>Learner-centred </li></ul><ul><li>Learning process needs to support increasing learner independence </li></ul><ul>...
<ul><li>Identify learning objectives, performance criteria and assessment methods (where required) and refine them </li></...
<ul><li>Sometimes referred to as a session plan – it may cover a series of sessions </li></ul><ul><li>May include: </li></...
<ul><li>Clarify the learning objectives </li></ul><ul><li>Sequence the content – identify the content requirements, includ...
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Facilitation Planning

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Facilitation Planning

  1. 1. <ul><li>A personal process, which occurs internally </li></ul><ul><li>Learning can involve: </li></ul><ul><ul><li>Growth of knowledge </li></ul></ul><ul><ul><li>Development of skills </li></ul></ul><ul><ul><li>Change of attributes </li></ul></ul><ul><li>There is no one way to learn </li></ul><ul><li>We all approach learning in different ways </li></ul><ul><li>Learning means different things to different people </li></ul><ul><li>We can refer to learning as either </li></ul><ul><ul><li>The process – how we go about it </li></ul></ul><ul><ul><li>The outcome – what is achieved </li></ul></ul>
  2. 2. <ul><li>Definition – “Assisting people to learn” </li></ul><ul><li>Involves a relationship between the learners, content and facilitator (that needs to be managed) </li></ul><ul><li>Requires </li></ul><ul><ul><li>Considerable preparation </li></ul></ul><ul><ul><li>A clear plan </li></ul></ul><ul><ul><li>An understanding of how people learn </li></ul></ul><ul><ul><li>An increased awareness of the part you play </li></ul></ul>
  3. 3. <ul><li>Visual, auditory, kinaesthetic </li></ul><ul><li>Left/right brain (hemisphere) </li></ul><ul><li>Pragmatists, activists, reflectors, theorists </li></ul><ul><li>Global/analytical </li></ul><ul><ul><li>P.26 – p.37 (TAADEL401A) </li></ul></ul>
  4. 4. <ul><li>Recognise: </li></ul><ul><ul><li>People learn in different ways </li></ul></ul><ul><ul><li>What works effectively for one learner may not be effective for another </li></ul></ul><ul><ul><li>The need for variation of approaches and ways for presenting information and ideas </li></ul></ul><ul><ul><li>That all learners will not enjoy the same kinds of activities </li></ul></ul><ul><ul><li>Learners engage in learning in different ways (some will be loud and active, while others will sit back – which may not mean they are not participating, they may be engaging differently) </li></ul></ul>
  5. 5. <ul><li>Pedagogical – traditional, teacher-centred, based on instruction from the teacher to the student </li></ul><ul><li>Andragogical – learner-centred, helping adults learn </li></ul>
  6. 6. <ul><li>The need to know </li></ul><ul><li>The learner’s self-concept </li></ul><ul><li>The role of learners’ experience </li></ul><ul><li>Readiness to learn </li></ul><ul><li>Orientation to learning </li></ul><ul><li>Motivation </li></ul>
  7. 7. <ul><li>Active participation </li></ul><ul><li>Meaningful and relevant </li></ul><ul><li>Holistic learning </li></ul><ul><li>Multi-sensory learning </li></ul><ul><li>Concerned with first and last impressions </li></ul><ul><li>Practiced and reinforced </li></ul><ul><li>Regular and useful feedback </li></ul><ul><li>Reward </li></ul>
  8. 8. <ul><li>Behavioural learning theory </li></ul><ul><li>Information processing theory </li></ul><ul><li>Cognitive learning theory </li></ul><ul><li>Constructivist learning theory </li></ul><ul><li>Situational approach to learning </li></ul><ul><li>Problem-based learning </li></ul>
  9. 9. <ul><li>Focus on observable behaviour </li></ul><ul><ul><li>Learning is better when the learner is active </li></ul></ul><ul><ul><li>Frequent practice is necessary for learning </li></ul></ul><ul><ul><li>Positive reinforcements, like rewards and successes are encouraged </li></ul></ul><ul><ul><li>Objectives need to be clear – i.e. performance criteria </li></ul></ul>
  10. 10. <ul><li>Uses the computer as a model for human learning </li></ul><ul><ul><li>Takes in information </li></ul></ul><ul><ul><li>Changes the form and content of this information </li></ul></ul><ul><ul><li>Stores and locates it </li></ul></ul><ul><ul><li>Generates responses to it </li></ul></ul><ul><li>Approached primarily through the use and study of memory </li></ul>
  11. 11. <ul><li>Based on the cognitive process we use to acquire knowledge </li></ul><ul><li>Knowledge based on: </li></ul><ul><ul><li>Perception </li></ul></ul><ul><ul><li>Intuition </li></ul></ul><ul><ul><li>Reasoning </li></ul></ul><ul><li>An active mental process of acquiring, remembering and using knowledge </li></ul>
  12. 12. <ul><li>Learners construct knowledge for themselves </li></ul><ul><ul><li>Each learner individually and socially constructs meaning as they learn </li></ul></ul><ul><ul><li>Focus is on the learner, rather than the subject or the lesson taught – the key to the learning lies in the learner’s thinking about the learning </li></ul></ul>
  13. 13. <ul><li>Situation based – placed in a social context (i.e. the workplace) </li></ul><ul><li>Through relationships between people and the conditions that bring people together, allowing for particular pieces of information to take on relevance and meaning </li></ul>
  14. 14. <ul><li>Based on the need to develop problem-solving skills in order for learning to take place </li></ul><ul><li>Learning goals are the learners’ abilities to solve the problem, present solutions and revise solutions when presented with additional information </li></ul>
  15. 15. <ul><li>Learner-centred </li></ul><ul><li>Learning process needs to support increasing learner independence </li></ul><ul><li>Emphasis on experimental and participative learning </li></ul><ul><li>Use of modelling </li></ul><ul><li>Learning process needs to reflect individual circumstances and needs </li></ul><ul><li>Adults have a range of life experience which they can connect to learning </li></ul><ul><li>Adults need to know why they are learning something and its benefits </li></ul><ul><li>Adults have a need to be self-directing </li></ul>
  16. 16. <ul><li>Identify learning objectives, performance criteria and assessment methods (where required) and refine them </li></ul><ul><li>Identify, evaluate, select, modify and contextualise existing published learning resources and support materials </li></ul><ul><li>Develop an outline of the structure of each session </li></ul><ul><li>Develop specific session-based learning resources and activities </li></ul><ul><li>Identify specific facility, technology and equipment needs for each session </li></ul><ul><li>Identify and organise additional resourcing to meet identified learner support needs, where required </li></ul>
  17. 17. <ul><li>Sometimes referred to as a session plan – it may cover a series of sessions </li></ul><ul><li>May include: </li></ul><ul><ul><li>Duration of each activity or exercise </li></ul></ul><ul><ul><li>Individual or group objectives </li></ul></ul><ul><ul><li>Formative assessment opportunities </li></ul></ul><ul><ul><li>Location of training </li></ul></ul><ul><ul><li>Number of learners </li></ul></ul><ul><ul><li>Activities to be used </li></ul></ul><ul><ul><li>Resources, for example, a whiteboard, overhead, handouts, etc </li></ul></ul><ul><ul><li>Additional requirements (catering for special needs, OHS considerations </li></ul></ul>
  18. 18. <ul><li>Clarify the learning objectives </li></ul><ul><li>Sequence the content – identify the content requirements, including the introduction and conclusion </li></ul><ul><li>Choose facilitation methods and learner activities – confirm timelines and resource requirements </li></ul><ul><li>Develop learning resources </li></ul><ul><li>Review the plan – confirm it meets the requirements </li></ul>

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