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Learning is active


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This presentation is part of the online TAE40110 Certificate IV in Training & Assessment course offered by Fortress Learning.

Fortress Learning's TAE program is based on the belief that every student is unique. Each student has an individual program tailored to reflect their prior learning, current situation, future goals and their preferred learning style. More information is available from www.fortresslearning.com.au or by telephoning 1300 141 994.

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  • Learning is an active, not passive process. In addition to being able to listen and understand, it is important for learners to be able to express themselves.
  • It is important for the trainer to manage the interactions within the classroom environment with inclusivity as a goal.
  • Our classroom should be an environment where learners are comfortable and are given the opportunity to express themselves.
  • Expression during training and assessment often includes: - Verbally in large groups - Verbally in pairs - Written such as reports/emails - Brainstorming contributions - Socially via networking and social events - Verbally by phone - Verbally in small groups - Practical expressions such as completing a task - Expressions via artistic means such as drawing or painting - Presentation to a community group    
  • In order to foster expression, a trainer should take cues from the learner. Some of the more common problems with expression include: - Not contributing to the work or learning environment - Dominating discussions - Little group dynamic - And small group discussion during sessions.
  • To help deal with a learner who is not contributing to the work or learning environment, a trainer can follow the following steps: - Analyse cause – is it active avoidance, shyness, insecurity? - Avoid rushing in. - Find a task they might find more comfortable doing. - Move on from a discussion to an activity. - Clarify the issue – use pauses in your explanations and - Provide an opportunity for success in discussions  
  • If a learner is dominating discussions, the trainer can: - Limit the number of minutes. - Speak to them privately or - Offer them an opportunity for final comment but emphasise the need for everyone to contribute.    
  • If there is a poor group dynamic, the trainer can: - Use group techniques – pairs, focus groups and so on or - Review methods of presentation  
  • If learners are talking inappropriately, trainers can: - Bring them back to task. - Use alternative activity. - Speak to the people privately. - Lower your voice so theirs is the dominant sound or - Move your position so that you are standing over them.  
  • It is important for trainers to plan sessions that will consider possible problems in advance and lower their risk through planned activities.
  • In the workplace, planned contributions may include group meetings, focus groups, and forums.
  • Learning is active

    1. 12. www.fortresslearning.com.au