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Content delivery strategies for non-traditional learners
- 1. Working with Content and Training Strategies Content Gina Bennett for COTR International
- 2. Training Strategies •should be chosen according to whether the specific learning objective is related primarily to the development of knowledge, skills, or attitudes •should align with the characteristics and preferred learning styles of the learner audience, training schedule, experience of the trainer, etc. etc. Gina Bennett for COTR International
- 3. Session length •incorporate a variety of training strategies. •vary the training strategy every 15 – 20 minutes. •Can you think of examples of how you might vary your strategies? Gina Bennett for COTR International
- 4. Familiar strategies •What kinds of training strategies will the learners be expecting? A traditional school classroom experience? A PowerPoint presentation? An all-day field school? •What strategies were used during the community’s most recent training experience? •On the whole, was the experience positive or negative? Gina Bennett for COTR International
- 5. Learning Styles Learning Style This learner prefers… Visual (spatial) Using pictures, images, and spatial understanding Aural (auditory- musical) Using sound and music Verbal (linguistic) Using words, both in speech and writing Logical (mathematical) Using logic, reasoning and systems approaches Physical (kinesthetic) Engaging the body in learning, including hands and sense of touch Social (interpersonal) Learning in groups or with other people Solitary (intrapersonal Studying alone, using self-study approaches Gina Bennett for COTR International
- 6. The ‘Cone of Experience’ Participating in a ‘real world’ experience Simulations, models or experiments Designing collaborative experiences Participating in practical workshops Looking at demonstrations Talking and writing Looking at videos Looking at images Listening Reading Gina Bennett for COTR International
- 7. Preference of the trainer •Experienced Trainers usually prefer a couple of strategies •They may be reluctant to try others, even when their preferred strategy is not working •Familiar strategies may work best BUT the trainer should be familiar with (& willing to try) others Gina Bennett for COTR International
- 8. Choose strategies to fit Content Think of a particular subject or topic to teach. What strategies do you think of first? What new or unfamiliar strategies might be worth trying? Gina Bennett for COTR International
Editor's Notes
- For example, a one-hour training session about how to use a new piece of equipment may start with a short lecture to explain the functioning of the equipment and essential safety considerations, followed by a demonstration of how to work with the equipment, followed by a question-and-answer period (to check for comprehension), followed by hands-on, guided practice for each learner with the equipment.
- Familiar strategies will probably be what’s EXPECTED. This expectation could work in your favour or against it! Find out what strategies people prefer. Familiar ones may be best (although they may not!)
- it is generally recognized that different people prefer to learn in different ways. Some learners have a strong preference for one or two learning styles while others may use a wide variety depending on the situation. It’s important to remember that unless trainers are encouraged otherwise, they will usually select strategies that teach to their own preferred learning style.
- Dale’s Cone of Experience says: Learners generally remember… A very small amount of what they read or hear A small amount of what they see More of what they see and hear Much of what they say and write Most of what they do It presents a visual representation of how different learning strategies can be categorized as more abstract (near the top of the pyramid) or more concrete (near the bottom of the pyramid). The implication is that more concrete learning strategies result in better recall of the learning experience. In general, the more senses are involved in a learning experience, the better that experience will be learned and remembered.
- What are the Preferred strategies of the trainer(s)? Experienced trainers usually have one or two strategies that they prefer and consequently use far more than others. Although they may teach very proficiently with these select strategies, they may become reluctant to try other strategies even when their preferred strategies are not appropriate to the learner audience or the instructional material. When planning learning strategies, curriculum developers should find out which strategies the trainer prefers and work with the trainer to determine which learning activities would fit those strategies best. Trainers should, however, be familiar with at least half a dozen strategies so that learning activities can be varied and kept interesting.
- Recommended activities for the content: In many ways, the type of content and learning objectives must influence the type of activities chosen. Following a careful consideration of the content and learning objectives, the learner audience and environment, and the strategies available, the curriculum developer can select a short list of at least a half-dozen strategies which are likely to work best: