AIESEC Indonesia |1314| Train the Trainers: How to Build a Lesson

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AIESEC Indonesia |1314| Train the Trainers: How to Build a Lesson

  1. 1. AIESEC INDONESIA HOW TO BUILD A SESSION
  2. 2. 1 Learn models about how adults learn 2 Understand what are learning styles and how you can identify and adapt your lesson for the styles 3 Understand the process of building a lesson, utilise the learning styles throughout the process 4 Know how to build a session outline 5 Tips and Tricks for interns to make their learnings more effective through learning styles
  3. 3. SEVEN PRINCIPLES FOR ADULT LEARNING
  4. 4. number ONE Adults need understand the ‘why’ Most adults will want to learn if they are aware of why it is important for them to learn a particular skill / topic. When faced with an individual who is resisting learning a skill during the training session, communicate how the learning will translate into tangible benefits for him/her, e.g. Will it make their job easier?
  5. 5. NUMBER TWO Adults need to stick to the point. This  principle  emphasises  the  importance  of   “s#cking  to  the  point”.    Adults  come  in  to  a   training  session  with  a  clear  idea  of  what  they  need   to  learn,  so  leave  out  the  nice-­‐to-­‐know  skills  and   knowledge.
  6. 6. NUMBER THREE Learn by doing Adults  are  not  par<cularly  disposed  towards  lectures  and   long-­‐winded,  boring  instruc<ons.    They  should  have  ample   opportuni<es  to  ac<vely  par<cipate  in  the  learning   process.    It  is  important  for  them  to  be  able  to  APPLY  the   newly  acquired  skills  as  this  provides  a  far  more   s<mula<ng  learning  experience  and  supports  reten<on  of   the  skills  acquired.
  7. 7. NUMBER FOUR Adults learn by solving practical problems Adults  want  to  know  “What’s  In  It  For  Me?”  –  the  WIIFM   ques<on!    It  is  therefore  important  that  case  examples  are   relevant  to  the  environment  they  work  in  so  ensure  that   the  cases  used  to  skill  prac<se  reflect  their  real  work   environment.    Learning  will  then  take  place  more   naturally  and  effec<vely.
  8. 8. NUMBER FIVE Adults learn through application of past experiences The  key  lies  in  helping  the  learner  to  see  the  logical   culmina<on  of  past  experiences  leading  to  new,  and  most   likely  improved,  ways  of  doing  things.    In  the  training   session,  encourage  the  trainees  to  provide  feedback  and   challenge  the  skills  and  content  being  presented.  
  9. 9. NUMBER SIX Adults learn best in an informal environment Seat  the  group  in  a  way  that  all  the  par<cipants  can   par<cipate  and  interact  easily  with  each  other. During  the  facilita<on  use  humour  and  informal  discussion   to  help  break  the  formal  educa<onal  s<gma  of  the   tradi<onal  classroom.
  10. 10. NUMBER SIX Adults learn best through a variety of training methods Statistics show that a combination of learning methods results in a higher level of learning than when a single approach is used. For example, not all adults are auditory learners and would be far more stimulated by audio-visual learning aids. Many adults learn best by hands-on participation and active discussion so make sure the training session allows time for such activities
  11. 11. LEARNING THEORY
  12. 12. To ensure the effectiveness of the learning process, 4 elements of an environment must be satisfied purpose safety action unity awareness of purpose feeling of safety learning by actions feeling of unity in a group
  13. 13. People remember: -10% of what they read -20% of what they hear -30% of what they see -50% of what they see and hear -80% of what they tell -90% of what they do
  14. 14. 7 PRINCIPLES FOR ADULT LEARNING 1 Adults need to understand the why 2 Adults need to stick to the point. 3 Adults learn by doing 4 Adults learn by solving practical problems 5 Adults learn trough an application of past experiences 6 Adults learn best in an informal environment 7 Adults learn best through a variety of training methods
  15. 15. PREPARING A SESSION
  16. 16. STEP ONE Find your topic
  17. 17. STEP TWO Do your research Create your overall objectives and goals Specify the content
  18. 18. STEP THREE What are the materials and content you need to deliver this session? What are the delivery methods you need to deliver this session? How can you cater to all learning types?
  19. 19. STEP FOUR Answer the previous questions and place into a structure using a session outline. Ensure you follow all criteria in the session outline!
  20. 20. WHAT IS A SESSION OUTLINE?
  21. 21. MAKE A PLAN
  22. 22. FOCUS There is no perfect session outline
  23. 23. CONTAINING Topic & Content Target Group Goal(s) Time & Duration Methods Materials
  24. 24. EXAMPLE
  25. 25. TIPS & TRICKS why motivate people, general explanation how data, facts, statistics what simulations, trying things, discussions what if future-vision, reflection, pros and cons
  26. 26. PREPARING A ROOM
  27. 27. SITTING ORDER U Shape V Shape Herring Bone Bistro Circle Amphitheatre
  28. 28. NECESSITIES Corner for your materials Corner for food and drinks Icebreaker Wall/ Expectation-Rule Wall Agenda (if needed) Decorate room (if needed)
  29. 29. H N YO T A K U

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