This document provides an overview of facilitating adult learning. It discusses key principles such as understanding that adult learners bring life experiences and learn best when actively involved. The eight highlighted learning principles emphasize multi-sensory input, active participation, feedback, meaningful content, and practice. Additionally, it stresses the importance of considering the social, physical and emotional environments to help learners feel comfortable and maximize their ability to concentrate. The document provides guidance on creating a supportive context for effective adult education.
The document discusses teaching methods and outlines an editor's comments on launching a new year for a professional college. It provides details on:
1. The editor apologizes for missing new year's resolutions, which are published in the issue.
2. An article discusses how teaching needs to be outcome-driven and competency-based, using Bloom's and Fink's taxonomies to define learning objectives and outcomes.
3. Interesting links and teaching resources are shared, and the editor invites feedback on workshops and passionate people to work with the Teacher's Academy to change education.
Teachers should help students effectively interact with new knowledge by:
1. Previewing information and dividing students into small groups to activate prior knowledge.
2. Organizing critical input experiences into small chunks and asking students to discuss and make predictions about the content.
3. Asking questions that require students to elaborate and having them record their conclusions in linguistic and non-linguistic formats like drawings or diagrams.
Ele3102 principle of english language teachingAinu Amirah
The document discusses strategies for teaching English language skills. It outlines three main purposes: increasing comprehensibility, interaction, and thinking skills. To increase comprehensibility, teachers make content understandable through visual aids, building on existing knowledge, and using students' native languages. For interaction, teachers provide opportunities for communication through group work and discussions. Developing thinking skills involves asking higher-order questions and modeling complex language. The document also discusses lesson planning, remedial activities, enrichment activities, and selecting materials based on students' abilities and interests.
The document outlines a lesson plan for a student-led tutorial on the challenges faced by teachers. It includes a proposed schedule with activities like a news report on negative media portrayals of teachers, an outdoor interview exploring the teacher selection process, and a roleplaying activity where students suggest solutions to challenging situations. The goal is to help students relate self-awareness to teaching, explore challenges and ways to overcome them, and understand the attributes of the profession.
The document discusses deep approaches to learning (DAL) in student affairs. It provides an overview of DAL and findings related to DAL. Specifically:
- DAL refers to learning that emphasizes understanding material at a deeper level through reflection, integration, and application. In contrast, surface-level learning focuses on memorization.
- Research finds students are more likely to use DAL if they attend liberal arts colleges, private institutions, and certain majors. Faculty are more likely to emphasize DAL in certain disciplines and if they are women or faculty of color.
- The document outlines an exercise for participants to define DAL for a group of students and plan an activity to promote that type of learning
The teacher will use several strategies to re-engage students who are having difficulty paying attention, including games that incorporate content, mild competition, and physical movement. The teacher will also manage questioning techniques, demonstrate enthusiasm, engage students in friendly debates, and allow time for self-expression to stimulate students and challenge their thinking while keeping the lesson moving at an appropriate pace.
1. Robert Gagné classified learning outcomes into cognitive, affective, and psychomotor domains. He identified different types of learning within each domain.
2. Gagné proposed that learning occurs through a series of nine events: gaining attention, informing objectives, stimulating recall, presenting stimulus, providing guidance, eliciting performance, feedback, assessing performance, and enhancing retention.
3. The nine events of instruction mirror the learning events and are conditions needed for learning to take place according to Gagné's theory of instruction.
This document provides guidance on lesson planning elements. It discusses including a short starter activity to engage students and focus them on the lesson outcomes. The main body of the lesson should turn information into a problem to be solved through engaging tasks with variety and progressive challenge. Students should present solutions and get feedback to reflect on and improve their work. The lesson should conclude by reviewing what was learned and previewing the next steps.
The document discusses teaching methods and outlines an editor's comments on launching a new year for a professional college. It provides details on:
1. The editor apologizes for missing new year's resolutions, which are published in the issue.
2. An article discusses how teaching needs to be outcome-driven and competency-based, using Bloom's and Fink's taxonomies to define learning objectives and outcomes.
3. Interesting links and teaching resources are shared, and the editor invites feedback on workshops and passionate people to work with the Teacher's Academy to change education.
Teachers should help students effectively interact with new knowledge by:
1. Previewing information and dividing students into small groups to activate prior knowledge.
2. Organizing critical input experiences into small chunks and asking students to discuss and make predictions about the content.
3. Asking questions that require students to elaborate and having them record their conclusions in linguistic and non-linguistic formats like drawings or diagrams.
Ele3102 principle of english language teachingAinu Amirah
The document discusses strategies for teaching English language skills. It outlines three main purposes: increasing comprehensibility, interaction, and thinking skills. To increase comprehensibility, teachers make content understandable through visual aids, building on existing knowledge, and using students' native languages. For interaction, teachers provide opportunities for communication through group work and discussions. Developing thinking skills involves asking higher-order questions and modeling complex language. The document also discusses lesson planning, remedial activities, enrichment activities, and selecting materials based on students' abilities and interests.
The document outlines a lesson plan for a student-led tutorial on the challenges faced by teachers. It includes a proposed schedule with activities like a news report on negative media portrayals of teachers, an outdoor interview exploring the teacher selection process, and a roleplaying activity where students suggest solutions to challenging situations. The goal is to help students relate self-awareness to teaching, explore challenges and ways to overcome them, and understand the attributes of the profession.
The document discusses deep approaches to learning (DAL) in student affairs. It provides an overview of DAL and findings related to DAL. Specifically:
- DAL refers to learning that emphasizes understanding material at a deeper level through reflection, integration, and application. In contrast, surface-level learning focuses on memorization.
- Research finds students are more likely to use DAL if they attend liberal arts colleges, private institutions, and certain majors. Faculty are more likely to emphasize DAL in certain disciplines and if they are women or faculty of color.
- The document outlines an exercise for participants to define DAL for a group of students and plan an activity to promote that type of learning
The teacher will use several strategies to re-engage students who are having difficulty paying attention, including games that incorporate content, mild competition, and physical movement. The teacher will also manage questioning techniques, demonstrate enthusiasm, engage students in friendly debates, and allow time for self-expression to stimulate students and challenge their thinking while keeping the lesson moving at an appropriate pace.
1. Robert Gagné classified learning outcomes into cognitive, affective, and psychomotor domains. He identified different types of learning within each domain.
2. Gagné proposed that learning occurs through a series of nine events: gaining attention, informing objectives, stimulating recall, presenting stimulus, providing guidance, eliciting performance, feedback, assessing performance, and enhancing retention.
3. The nine events of instruction mirror the learning events and are conditions needed for learning to take place according to Gagné's theory of instruction.
This document provides guidance on lesson planning elements. It discusses including a short starter activity to engage students and focus them on the lesson outcomes. The main body of the lesson should turn information into a problem to be solved through engaging tasks with variety and progressive challenge. Students should present solutions and get feedback to reflect on and improve their work. The lesson should conclude by reviewing what was learned and previewing the next steps.
This document discusses the technique of anchoring in education. It begins by defining anchoring as a technique in Neuro-Linguistic Programming that involves associating desired mental states with stimuli to help manage emotions. In education, anchoring situates learning within an authentic context to engage students in problem-solving. Anchored instruction presents problems through video to immerse students and help with comprehension. The document then discusses several theories that support anchored learning, such as situated cognition and cognitive apprenticeship. It provides examples of how anchoring can be used in the classroom through activities and video problems for students to solve. Overall, the document advocates for anchoring instruction as an active, engaging approach to learning that situates knowledge within a meaningful
The document discusses strategies for helping students practice and deepen their understanding of new knowledge, including providing opportunities to practice procedural knowledge through repeated structured activities with feedback, having students identify errors in reasoning to strengthen declarative knowledge, and using homework, cooperative work, and revision activities.
This document discusses assessment and learning principles within the Understanding by Design (UbD) framework. It emphasizes that effective assessment and instruction must be aligned with the desired results and focused on developing student understanding. UbD is introduced as a framework that helps educators design curriculum and instruction focused on big ideas and transfer of learning through performance tasks. Key aspects of UbD include identifying desired results through standards and transfer goals before planning lessons and assessments, as well as designing assessments to evaluate student understanding through application of knowledge to new situations.
This document discusses the key differences between presentations and lectures. Presentations are meant to convey information to an audience, while lectures aim to help students learn material. Lectures require considering students' backgrounds and structuring content to fit within a course. Interaction is more important in lectures through questions, activities, and building rapport with students. Visual aids and handouts also differ in purpose and content between presentations and lectures.
The document summarizes Gagne's phases of instructional activities, which include motivation, attention, processing, and feedback. It then discusses improvements to the phases suggested by Gagne, reordering them to attention, motivation, retrieval to working memory, selective perception, processing of information, responding to question or task, getting feedback or reinforcement, and confirming the learning outcomes. It also briefly outlines cognitive development, psychomotor development, and affective development.
Teacher Effectiveness: Fulfilling the Promise of the Common Core State Standa...ohedconnectforsuccess
June 28
1:45 – 4:15pm
Room: Delaware C&D
Explore the Thoughtful Classroom Teacher Effectiveness Framework—a practical framework, aligned with the Common Core State Standards, for evaluating the effectiveness of classroom practice. Participants will learn how the framework helps teachers design standards-based lessons and units and select research-based strategies to ensure classroom lessons are effective and engaging. Participants will hear how one school district implemented a thoughtful evaluation process using this framework.
Main Presenter: Harvey Silver, Silver Strong and Associates
This document provides an overview of the ReTeach program, which focuses on teaching and learning in higher education. It includes Chinese proverbs about learning, principles of good teaching, theories of teaching, and frameworks for constructive alignment between learning outcomes, teaching methods, and assessment. The goal of ReTeach is to involve students and teachers in the learning process through active and social learning experiences, clear expectations, feedback, and reflection on teaching practices. References are provided for further reading on quality learning and teaching in higher education.
This document discusses teacher professional development and defines key concepts. It identifies three areas of teacher knowledge: content knowledge, pedagogical knowledge, and technological knowledge. It also discusses the role of the Teacher Education Division (BPG) in Malaysia and the PKPG model for teacher development, which takes an approach to developing teachers professionally through activities.
This document discusses key concepts related to employee training. It defines training as a learning process that involves acquiring knowledge, skills, and changing attitudes to enhance employee performance. It then discusses several principles of learning: modeling, motivation, reinforcement through rewards and feedback, spaced practice, whole learning, and active practice. The overall summary is that effective training follows learning principles and involves acquiring knowledge and skills through various methods in order to improve employee performance.
This article provides an overview of debriefing in simulation-based learning. It discusses how debriefing facilitates the experiential learning cycle by providing a structured reflection after a learning experience. The debriefing process typically involves three phases: an initial recounting of events, identification of emotional responses, and generalizing lessons through comparison to real-life. Debriefing allows learning to be more systematic by guiding participants through analysis, discussion, and knowledge assimilation from their experience. While reflection may occur naturally, debriefing makes it a more organized process. Situations that particularly benefit from debriefing include team training, crew resource management, and multidisciplinary simulations.
The 5-phase Constructivism Model proposed by Richard Needham involves 5 teaching phases to facilitate student-centered learning based on constructivism. The 5 phases are: (1) Orientation to attract student interest and prepare for learning; (2) Eliciting ideas to understand student prior knowledge; (3) Restructuring ideas where students explore, compare, and reflect on ideas; (4) Application of ideas to new situations; and (5) Reflection for students to assess their learning. The model aims to help students actively construct knowledge through exploration of their own ideas and exposure to alternative perspectives.
Group work facilitated by a group charter can create an efficient & effective...Ann Esarco
The document discusses theories of constructivism and cognitive development, including those proposed by Piaget and Vygotsky. Piaget's theory focused on individual learning through active engagement, while Vygotsky emphasized social interaction and scaffolding from more knowledgeable others. Constructivism holds that learning occurs through assimilation and accommodation within environments that facilitate exploration. The document then provides examples of group work techniques like case studies, debates, and projects. It introduces the concept of a group charter, describing its components and benefits for establishing expectations and processes to improve online group function and outcomes. A study is described that found groups using charters felt more prepared and efficient, with higher assessment scores, identifying roles, standards, conduct, and timelines as
This newsletter provides information on new people and resources at the Office for Teaching and Learning (OTL). It introduces the new faculty liaison Geoffrey Nathan and the upcoming topics of the next two newsletter articles on cognitive learning theories. It thanks those who have worked at OTL in the past and announces that Victoria Corriveau and Deborah Armstrong have moved to a new organization to develop online courses. The director wishes everyone happy holidays from the OTL.
The document discusses developing a more coherent and engaging common semester curriculum for undergraduate students at AUT. It addresses issues related to curriculum structure, resources, relationship between courses and disciplines, and student learning outcomes. The document advocates developing the curriculum based on constructive alignment of learning outcomes, assessments and teaching methods, with a focus on deep learning approaches that integrate ideas and relate evidence to conclusions.
This document provides an overview of meaningful learning and how technology can facilitate it. It discusses how meaningful learning involves active, constructive, intentional, authentic, and cooperative activities. It argues that technologies should not be used simply to deliver instruction, but rather to support students learning with technologies as tools. When students use technologies to represent their own understanding and knowledge in multiple ways, through problem-solving and collaboration, it can lead to more meaningful learning compared to learning facts from technologies.
Ben Hammond created a professional development plan focusing on improving instruction for students with low incidence disabilities. The plan includes using research-based instructional strategies and assessments to monitor student learning. Hammond will create a positive learning environment and accommodate each student's individual needs. He will also integrate technology and keep families informed as partners in the educational process. To develop professionally, Hammond will evaluate his teaching, attend trainings, and get feedback from supervisors. He advocates for a functional curriculum and community-based instruction to meet diverse student needs. Hammond plans to participate in school improvement activities and support inclusion of students.
This document provides guidance on unpacking and understanding the components of a unit of competency. It explains that units of competency contain several components that provide useful information for planning delivery and assessment, even if separated under different headings. The document includes an activity where the user identifies a unit of competency, highlights which components would answer certain questions, and writes the corresponding component name next to each question. The questions cover topics like the qualification level, work activity details, employability skills, performance conditions, required skills, competency evidence.
The document discusses planning assessment for competency training. It describes six dimensions of competence - task skills, task management skills, contingency skills, job/role environment skills, transfer skills, and safe working skills. These dimensions are mapped to different parts of competency standards. The document also provides an example of using a skills matrix to plan a training program on basic car maintenance, covering all dimensions of competence and ensuring safety and language, literacy and numeracy skills are addressed. Learning outcomes are defined for the example training program on specific car maintenance tasks.
This document outlines the assessment plan for evaluating a candidate's competency in a unit. It identifies the assessor, purpose of the assessment, target candidate, assessment location, methods, tools, evidence required, resources, procedures, arrangements, timeline, reporting, and confirmation with relevant parties. The plan provides the key details needed to properly conduct and document the competency assessment.
The document discusses several topics related to adult learning and training:
1. The role of the trainer includes facilitating face-to-face, on-the-job, individual, and online learning as well as assessing learners.
2. Adults learn for reasons like keeping skills current, acquiring new skills, as part of job training, for self-improvement, and financial benefits. Both formal and informal learning are discussed.
3. Principles of adult learning include that adults need to know why they are learning something, learn best when learning is experiential and problem-solving based, and when the topic is immediately relevant.
This document discusses the technique of anchoring in education. It begins by defining anchoring as a technique in Neuro-Linguistic Programming that involves associating desired mental states with stimuli to help manage emotions. In education, anchoring situates learning within an authentic context to engage students in problem-solving. Anchored instruction presents problems through video to immerse students and help with comprehension. The document then discusses several theories that support anchored learning, such as situated cognition and cognitive apprenticeship. It provides examples of how anchoring can be used in the classroom through activities and video problems for students to solve. Overall, the document advocates for anchoring instruction as an active, engaging approach to learning that situates knowledge within a meaningful
The document discusses strategies for helping students practice and deepen their understanding of new knowledge, including providing opportunities to practice procedural knowledge through repeated structured activities with feedback, having students identify errors in reasoning to strengthen declarative knowledge, and using homework, cooperative work, and revision activities.
This document discusses assessment and learning principles within the Understanding by Design (UbD) framework. It emphasizes that effective assessment and instruction must be aligned with the desired results and focused on developing student understanding. UbD is introduced as a framework that helps educators design curriculum and instruction focused on big ideas and transfer of learning through performance tasks. Key aspects of UbD include identifying desired results through standards and transfer goals before planning lessons and assessments, as well as designing assessments to evaluate student understanding through application of knowledge to new situations.
This document discusses the key differences between presentations and lectures. Presentations are meant to convey information to an audience, while lectures aim to help students learn material. Lectures require considering students' backgrounds and structuring content to fit within a course. Interaction is more important in lectures through questions, activities, and building rapport with students. Visual aids and handouts also differ in purpose and content between presentations and lectures.
The document summarizes Gagne's phases of instructional activities, which include motivation, attention, processing, and feedback. It then discusses improvements to the phases suggested by Gagne, reordering them to attention, motivation, retrieval to working memory, selective perception, processing of information, responding to question or task, getting feedback or reinforcement, and confirming the learning outcomes. It also briefly outlines cognitive development, psychomotor development, and affective development.
Teacher Effectiveness: Fulfilling the Promise of the Common Core State Standa...ohedconnectforsuccess
June 28
1:45 – 4:15pm
Room: Delaware C&D
Explore the Thoughtful Classroom Teacher Effectiveness Framework—a practical framework, aligned with the Common Core State Standards, for evaluating the effectiveness of classroom practice. Participants will learn how the framework helps teachers design standards-based lessons and units and select research-based strategies to ensure classroom lessons are effective and engaging. Participants will hear how one school district implemented a thoughtful evaluation process using this framework.
Main Presenter: Harvey Silver, Silver Strong and Associates
This document provides an overview of the ReTeach program, which focuses on teaching and learning in higher education. It includes Chinese proverbs about learning, principles of good teaching, theories of teaching, and frameworks for constructive alignment between learning outcomes, teaching methods, and assessment. The goal of ReTeach is to involve students and teachers in the learning process through active and social learning experiences, clear expectations, feedback, and reflection on teaching practices. References are provided for further reading on quality learning and teaching in higher education.
This document discusses teacher professional development and defines key concepts. It identifies three areas of teacher knowledge: content knowledge, pedagogical knowledge, and technological knowledge. It also discusses the role of the Teacher Education Division (BPG) in Malaysia and the PKPG model for teacher development, which takes an approach to developing teachers professionally through activities.
This document discusses key concepts related to employee training. It defines training as a learning process that involves acquiring knowledge, skills, and changing attitudes to enhance employee performance. It then discusses several principles of learning: modeling, motivation, reinforcement through rewards and feedback, spaced practice, whole learning, and active practice. The overall summary is that effective training follows learning principles and involves acquiring knowledge and skills through various methods in order to improve employee performance.
This article provides an overview of debriefing in simulation-based learning. It discusses how debriefing facilitates the experiential learning cycle by providing a structured reflection after a learning experience. The debriefing process typically involves three phases: an initial recounting of events, identification of emotional responses, and generalizing lessons through comparison to real-life. Debriefing allows learning to be more systematic by guiding participants through analysis, discussion, and knowledge assimilation from their experience. While reflection may occur naturally, debriefing makes it a more organized process. Situations that particularly benefit from debriefing include team training, crew resource management, and multidisciplinary simulations.
The 5-phase Constructivism Model proposed by Richard Needham involves 5 teaching phases to facilitate student-centered learning based on constructivism. The 5 phases are: (1) Orientation to attract student interest and prepare for learning; (2) Eliciting ideas to understand student prior knowledge; (3) Restructuring ideas where students explore, compare, and reflect on ideas; (4) Application of ideas to new situations; and (5) Reflection for students to assess their learning. The model aims to help students actively construct knowledge through exploration of their own ideas and exposure to alternative perspectives.
Group work facilitated by a group charter can create an efficient & effective...Ann Esarco
The document discusses theories of constructivism and cognitive development, including those proposed by Piaget and Vygotsky. Piaget's theory focused on individual learning through active engagement, while Vygotsky emphasized social interaction and scaffolding from more knowledgeable others. Constructivism holds that learning occurs through assimilation and accommodation within environments that facilitate exploration. The document then provides examples of group work techniques like case studies, debates, and projects. It introduces the concept of a group charter, describing its components and benefits for establishing expectations and processes to improve online group function and outcomes. A study is described that found groups using charters felt more prepared and efficient, with higher assessment scores, identifying roles, standards, conduct, and timelines as
This newsletter provides information on new people and resources at the Office for Teaching and Learning (OTL). It introduces the new faculty liaison Geoffrey Nathan and the upcoming topics of the next two newsletter articles on cognitive learning theories. It thanks those who have worked at OTL in the past and announces that Victoria Corriveau and Deborah Armstrong have moved to a new organization to develop online courses. The director wishes everyone happy holidays from the OTL.
The document discusses developing a more coherent and engaging common semester curriculum for undergraduate students at AUT. It addresses issues related to curriculum structure, resources, relationship between courses and disciplines, and student learning outcomes. The document advocates developing the curriculum based on constructive alignment of learning outcomes, assessments and teaching methods, with a focus on deep learning approaches that integrate ideas and relate evidence to conclusions.
This document provides an overview of meaningful learning and how technology can facilitate it. It discusses how meaningful learning involves active, constructive, intentional, authentic, and cooperative activities. It argues that technologies should not be used simply to deliver instruction, but rather to support students learning with technologies as tools. When students use technologies to represent their own understanding and knowledge in multiple ways, through problem-solving and collaboration, it can lead to more meaningful learning compared to learning facts from technologies.
Ben Hammond created a professional development plan focusing on improving instruction for students with low incidence disabilities. The plan includes using research-based instructional strategies and assessments to monitor student learning. Hammond will create a positive learning environment and accommodate each student's individual needs. He will also integrate technology and keep families informed as partners in the educational process. To develop professionally, Hammond will evaluate his teaching, attend trainings, and get feedback from supervisors. He advocates for a functional curriculum and community-based instruction to meet diverse student needs. Hammond plans to participate in school improvement activities and support inclusion of students.
This document provides guidance on unpacking and understanding the components of a unit of competency. It explains that units of competency contain several components that provide useful information for planning delivery and assessment, even if separated under different headings. The document includes an activity where the user identifies a unit of competency, highlights which components would answer certain questions, and writes the corresponding component name next to each question. The questions cover topics like the qualification level, work activity details, employability skills, performance conditions, required skills, competency evidence.
The document discusses planning assessment for competency training. It describes six dimensions of competence - task skills, task management skills, contingency skills, job/role environment skills, transfer skills, and safe working skills. These dimensions are mapped to different parts of competency standards. The document also provides an example of using a skills matrix to plan a training program on basic car maintenance, covering all dimensions of competence and ensuring safety and language, literacy and numeracy skills are addressed. Learning outcomes are defined for the example training program on specific car maintenance tasks.
This document outlines the assessment plan for evaluating a candidate's competency in a unit. It identifies the assessor, purpose of the assessment, target candidate, assessment location, methods, tools, evidence required, resources, procedures, arrangements, timeline, reporting, and confirmation with relevant parties. The plan provides the key details needed to properly conduct and document the competency assessment.
The document discusses several topics related to adult learning and training:
1. The role of the trainer includes facilitating face-to-face, on-the-job, individual, and online learning as well as assessing learners.
2. Adults learn for reasons like keeping skills current, acquiring new skills, as part of job training, for self-improvement, and financial benefits. Both formal and informal learning are discussed.
3. Principles of adult learning include that adults need to know why they are learning something, learn best when learning is experiential and problem-solving based, and when the topic is immediately relevant.
What they-didnt-tell-you-about-teaching-1230652640073685-2Liz Graham
This document humorously outlines some of the challenges and realities of being a teacher, including having little free time outside of work, feeling like a performer who must constantly entertain students, and dealing with disrespectful behavior from students. It notes that teachers are often treated like celebrities when seen in public by their students and that the job involves constantly adapting to changing government initiatives and standards. While there are some positives like interesting debates and meetings, the document suggests the main reasons to teach are not for money, respect or an excellent pension, but rather for love of the profession despite its challenges.
- The document discusses the development of effective training and assessment programs by unpacking units of competency, consulting relevant stakeholders, and identifying training needs and purposes.
- It explains key aspects of training packages like competency standards, assessment guidelines, qualifications frameworks, and support materials and how they are developed through industry consultation.
- The document provides guidance on interpreting training packages and their components like competency standards, elements, performance criteria, employability skills, and qualifications packaging rules.
A training package is a set of nationally endorsed standards and qualifications that describe the skills and knowledge required to perform effectively in a specific industry or sector. Training packages ensure consistency and relevance to industry needs but do not describe how training should be delivered. There are currently 86 training packages covering most industries and over 80% of the workforce. Accredited courses can be developed for skills needs not covered by existing training packages.
This document outlines the roles and responsibilities of both employers and Australian apprentices in an apprenticeship agreement. It states that both parties must commit to mutual respect and understanding of their contractual obligations. The employer is responsible for providing structured training, supervision, and a safe work environment. The Australian apprentice must fulfill their work and training responsibilities, respect the workplace, and maintain confidentiality. Both parties should retain a copy of the agreement for reference.
This document introduces assessment tools and their purpose in gathering evidence of competence. It defines assessment tools as the instruments and procedures used to assess competence, including specific questions or activities and instructions for candidates and assessors. Key principles for effective assessment tools are outlined, such as validity, reliability, flexibility and fairness. Guidelines are provided for developing assessment tools, including unpacking competency requirements, selecting methods, developing instructions, reviewing tools, and involving stakeholders. The importance of assessment tool design, review and version control to ensure quality assessment is emphasized.
The document outlines guidelines for developing training plans for apprentices and trainees. It discusses the regulatory framework that requires training plans and their purpose. A well-developed training plan must include specific details such as the names of parties involved, qualifications and modules, delivery methods, assessment arrangements, and signatures of confirmation. The plan should be developed by the registered training organization in conjunction with the employer and apprentice/trainee. It must then be monitored and updated throughout the training period.
This document discusses different learning styles and theories. It identifies visual, auditory, and kinesthetic learners and notes that facilitators should incorporate a variety of techniques like demonstrations, discussions, and activities to engage all learners. Additionally, it outlines different learner types such as pragmatists, activists, and reflectives. Overall, the key message is that effective training considers individual learning preferences and uses multiple methods to fully involve all participants in the learning process.
1) The document outlines an assessment plan for a learner undertaking a qualification. It lists several methods that will be used to gather evidence of the learner's skills and knowledge, including developing an evidence portfolio, questioning, written tasks, observations, and third-party verification from a supervisor.
2) The plan includes several checklist forms that assessors will use to document the assessment process and evaluate the learner's performance on different tasks.
3) At the end, the learner and assessor must sign agreeing to the assessment process and acknowledging that collected information will only be used for professional development purposes.
Resource1 conversation with_carol_pallie_Liz Graham
Carol Pallie, the manager of Express transport company, contacted TAFE about providing training to her staff. She explained that the company has experienced client complaints since starting operations a year ago. Staff lack skills in customer service, business computing systems, and adapting to new technologies recently implemented. Carol believes training could help staff work together better to provide a more client-centered experience and address the issues that have been frustrating customers. She detailed complaints clients have made and comments from staff who find the new systems difficult to use. Carol hopes TAFE can design tailored training to get all staff "on the same page."
The document discusses planning group-based learning delivery. It outlines key principles like ensuring learning is learner-centered, independent, experiential, and tailored to individual needs. It also covers learning theories, instructional design principles, establishing the learning context, identifying learner characteristics, types of vocational learners, and ensuring delivery suits learners through discussion and needs analysis.
To develop effective objectives for workplace learning, objectives must be specific and agreed upon by relevant personnel from affected areas. Objectives should also follow the SMART criteria by being specific, measurable, achievable, realistic, and time-referenced. As an example, an objective could state that a specific employee will be trained in advanced database skills like report generation and inputting by a certain deadline.
This document provides guidance on planning and delivering group-based training sessions. It recommends including a variety of activities like audio/visual presentations, internet learning, simulations and role plays. It also outlines the main components of a session plan such as refining learning objectives, generating delivery ideas and evaluating resources. Specific teaching models and techniques are described, such as GLOSS for gaining learner attention and interest, icebreakers to build relationships, chunking information into sections, and the 4Mat model of framing content delivery. The document stresses the importance of reflective practice for trainers to analyze their performance and get feedback.
This document provides guidance on training and instruction through work skills. It discusses identifying learner needs and characteristics, ensuring a safe learning environment, selecting appropriate learning resources and equipment, understanding the difference between a learning program and delivery plan, the six stages of a delivery plan, and how to provide feedback and ensure learners are learning.
The document discusses key aspects of facilitating individual learning in the workplace, including describing an ideal learning environment, ensuring safety, identifying goals for individual learning, clarifying expectations of the learning relationship, developing individualized learning plans, and identifying characteristics of a good facilitator and clues about a learner's progress.
This document outlines the performance criteria for using business equipment and resources. It describes identifying required equipment, estimating quantities needed to complete tasks, checking equipment is serviceable, operating equipment according to specifications, identifying and reporting any faults, maintaining equipment to support tasks, undertaking maintenance to meet specifications, and maintaining records related to equipment and resources. It provides an evidence guide that critical aspects of assessment include demonstrating appropriate maintenance procedures, knowledge of equipment functions and operation, and accessing examples of operational and maintenance documentation. A range of assessment methods are recommended including direct questioning, portfolio reviews, workplace reports, case studies, observations, and documentation reviews.
This document discusses methods for delivering training sessions that engage learners and accommodate different learning styles. It recommends using a variety of demonstration, activities, role modeling and simulations. Session plans should break content into segments with specific learning outcomes, introductions, structures, activities, reviews and assessments. Effective introductions grab attention, link to experience, outline outcomes and structure, and simulate motivation using models like GLOSS and INTROAS.
The document discusses principles of adult learning for designing effective training programs. It defines key concepts like pedagogy, andragogy, and characteristics of adult learners. The document also outlines nine principles of adult learning, including recency, appropriateness, motivation, and active learning. It emphasizes that training should incorporate elements that recognize the special needs of adult learners and their different roles in the learning process.
The document outlines two general classifications of learning - deductive and inductive. It then describes the steps of the deductive method and provides examples of the inductive method. Finally, it details the seven steps of the experiential learning cycle which is used interchangeably with the inductive method: 1) Orientation, 2) Instruction, 3) Experiencing, 4) Data Gathering and Analysis, 5) Synthesis and Generalizing, 6) Integration, and 7) Closing Remarks.
This document provides an overview of inquiry-based learning. It defines inquiry-based learning as a process where students investigate questions and form new understandings through active involvement. The document outlines the inquiry process, highlighting that it is non-linear and involves planning, retrieving information, processing data, creating, sharing, and evaluating understandings. Reflection is emphasized as integral to learning and developing metacognition. Effective implementation involves establishing a common language, modeling inquiry behaviors, and using formative and summative assessments to support student growth.
Teaching Adults: What trainers need to knowDanielleHazen1
Teaching adults isn’t
like teaching children. What we learn in childhood forms the foundation of what we learn as
adults. Our life experiences can add to that, thus creating a substantial
reservoir of information.
Developing insight into how adults learn helps trainers become more
successful.
Translating Learning Research into the Design of Innovative Learning Environm...EduSkills OECD
The CERI OECD/National Science Foundation International Conference took place in Paris, at the OECD Headquarters on 23-24 January 2012. Here the presentation of Session 4, Brokering Reasearch Findings to Benefit Innovation in Education, Item 1.
The document discusses various perspectives on learning including what learning is, how it occurs, and different learning theories. It defines learning as acquiring, assimilating, and internalizing new inputs to enhance future self-learning. Key aspects covered include learning as a change in behavior, a process, and different orientations like behaviorism, cognitivism, and humanism.
The document discusses reflective practice, which involves thoughtfully considering one's experiences to improve practice. Reflective practice was introduced in 1987 and is important for developing as an allied health professional. It allows individuals to identify strengths and weaknesses by reflecting on actions and experiences. The document also discusses the importance of reflective practice for problem solving, the use of reflection journals, and how field experiences can be used to encourage reflection in three phases: problematizing situations, observing other teachers, and engaging in experimentation.
This presentation provides research-based methods to teach emotional intelligence and life skills. This session emphasizes a strength-based approach to helping youth overcome challenges using “multiple intelligence” methods with an emphasis on meeting their individual needs. Why Try offers solutions and is an approach to foster success in youth to overcome, survive and thrive. E
This document outlines a teacher action inquiry process called coaching and learning walks at Hikutaia School. It involves teachers choosing partners to meet regularly for coaching sessions and to observe each other's classrooms through learning walks. The goals are to develop leadership skills and become more reflective practitioners in order to improve teaching and learning. Teachers work through an inquiry cycle where they identify areas for development, collect data, set goals and evaluate impact. Feedback is provided using a Grow and Smart coaching model. The process aims to link theory and practice and make teachers responsible for their own professional growth and development.
WhyTry is an evidence-based program that uses visual analogies, music, hands-on activities and multimedia to teach important life skills to youth. It aims to motivate unmotivated youth and help reduce dropout rates, bullying, drug use and improve academics. The WhyTry curriculum contains 10 visual metaphors reinforced through group activities to engage different learning styles. It has been used in over 12,000 schools and organizations worldwide.
WhyTry is an evidence-based program that uses visual analogies, music, hands-on activities and multimedia to teach important life skills to youth. It aims to motivate unmotivated youth and help reduce dropout rates, bullying, drug use and improve academics. The WhyTry curriculum contains 10 visual metaphors reinforced through group activities to engage different learning styles. It has been used in over 12,000 schools and organizations worldwide.
The document discusses experiential, problem-based, and simulation approaches to instruction and their key principles and theorists, including how they differ from traditional approaches through authentic experiences, problem-solving, and interactive models, and the roles of adult facilitators in framing experiences and guiding reflection.
This document discusses theories of adult learning and principles of teaching adults. It defines key terms and outlines several theories of adult learning, including andragogy, reinforcement theory, experiential learning, information processing theory, and characteristics of adult learners. Theories focus on how adults learn through experience, problem-solving, and self-directed learning. Principles for teaching adults emphasize involving them in the planning, making learning relevant, and capitalizing on life experiences. The document also addresses what motivates adult learners and potential barriers to adult learning.
classroom management review and facets of understandingRemy Datu
Teachers who are ready maximize student learning and minimize misbehavior by:
1) Having students deeply engaged in their work and knowing what is expected of them.
2) Maintaining a task-oriented and relaxed classroom environment with little wasted time.
3) Establishing clear procedures and routines that students follow, which is the responsibility of the teacher.
This document discusses various instructional strategies and techniques for K-12 curriculum. It begins by explaining why teachers need to use different teaching methods to effectively reach all students, as students do not all learn in the same way. It then provides definitions and explanations of key concepts like techniques, strategies, tactics, and modules. The document also discusses specific strategies like mastery learning, discovery learning, the project method, and integrated or interdisciplinary teaching. It emphasizes that teaching methods should be selected and customized to fit the needs and advantages of each class.
Task based learning in a blended environmentCOHERE2012
This document discusses aligning teaching philosophy and practice through a shift from lecture-based teaching to task-based learning. It describes Jane Vella's framework for task-based learning, which involves open-ended learning tasks, questions that promote reflection and critical thinking, and integrating new content. The author reflects on applying this framework to make their teaching more engaging for students and better aligned with their philosophy of participatory and transformative education.
DISCUSSION ISSUES ON TEACHING APPROACHESFatin Amira
This document discusses issues related to teaching approaches for mathematics science. It begins with an introduction on the importance of mathematics education and constructivist learning. It then describes several different teaching approaches: constructivism, cooperative learning, contextual learning, and mastery learning. For each approach, it provides the definition, principles or elements, example classroom activities, and an example question. The document is intended as a reference for discussing different teaching methods in mathematics.
This little guide helps those managing, creating, delivering or evaluating training and instruction. It can also make a great "brief" for those thus engaged to share with their program managers, directors, leaders, etc. so they can understand WHY you do what you do and WHY you are asking for the kinds of support you are.
Similar to A guide to_facilitating_adult_learning (20)
This document outlines the key components of developing effective learning programs including identifying objectives and how they can be met, establishing benchmarks and determining content, sequence, structure, duration and resources. It also discusses responding to learners' needs by identifying specific needs through enrollment information, employment records and surveys which will affect the structure, duration and delivery of sessions. Finally, it covers establishing facilitation relationships by identifying individual learning styles, context, boundaries and support needs to develop individualized learning plans.
Communication is vital like breathing. It involves a sender transmitting a message to a receiver for understanding and meaning sharing. Good communication requires knowing the audience, leaving the right impression, and being an exceptional presenter. As a presenter, one must think about facial expressions, voice, eye contact, body language, posture, positioning, hand gestures, room setup, visual and audio tools to connect with the audience regardless of the topic.
TAADEL403B Facilitate individual learningLiz Graham
This document discusses facilitating individual learning. It covers determining training needs, focusing learning programs on short courses, professional development, or apprenticeships/traineeships. Learning programs include competencies, learning outcomes, content, resources, and assessment methods. Delivery plans guide facilitators and include objectives, content, timelines, and resources. Support needs like language, disability, counseling, and community support are addressed. Effective communication skills, applying knowledge, using activities, and styles of teaching are also discussed. Records must be kept accurately for 30 years to meet legal requirements.
This document outlines a training plan for an apprentice named Peter Pink undertaking a Certificate III in Process Manufacturing.
Part I provides details of Peter, his employer XYZ Group Training, the RTO Melvin Training, and outlines the qualification, proposed commencement and completion dates.
Part II lists the units of competence to be completed, with proposed delivery and assessment arrangements over the duration of the apprenticeship.
Part III proposes the training and assessment for the first 3 month cycle, including units to be covered, proposed delivery by workplace supervisors and trainers, and off-the-job facilitated sessions by the RTO.
This document discusses facilitating work-based learning. It covers establishing effective work environments, developing and implementing work-based learning pathways, and monitoring learners. Key aspects of work-based learning include ensuring it is learner-centered, experiential, and reflective of individual circumstances. Supporting learners involves using coaches, mentors, and developing learning profiles to determine support needs. Implementing pathways requires addressing access and equity, observing learner performance, and providing constructive feedback.
This document provides instructions for a task requiring the development of a short delivery plan to demonstrate a work skill. The delivery plan must include:
1) A SMART objective
2) An explanation of how the need for training was identified using a workplace example
3) An analysis of current work practices and environment
4) A list of work practices to be analyzed to meet learning objectives
5) Two organizational strategies to support learners
6) Information needed about learner profiles and characteristics
7) Any OHS considerations
8) Assessment tools including an observation checklist and short quiz
9) An evaluation form for participants
10) A reflection on each stage of the process and potential improvements.
This document provides instructions for participants to design learning programs that meet client needs. To demonstrate competence, participants must design a range of learning programs that establish the learning context, identify learner and client needs, and are structured and sequenced to maximize learning. The programs must be logical, engaging, identify delivery methods that enhance flexibility, and identify required resources. Participants must use the provided templates and examples to design programs that map to competency standards and address all content and specifications. The designed learning programs should provide enough detailed information that any trainer could develop an appropriate delivery plan from the information provided.
This document outlines an employee training plan and needs assessment for a Department of Agriculture employee. It includes sections for identifying the employee's name, division, and supervisor status. It also includes a skills assessment section where the employee and supervisor can identify skills, knowledge, or abilities that could be improved through training. Finally, it includes a training plan section where specific training activities are identified along with their priority level and estimated cost, if known. The plan discusses pursuing additional career development activities if desired.
Use this guide when researching a unit of competency. The purchasing guides tells us how many nominal hours are available for each qualification and for individual units when importing electives.
1) When facilitating group learning, establish an environment conducive to learning by having learners sit in a circle, encouraging participation, and making the session interactive.
2) Cognitive learning theory focuses on how people think and process information and could be applied by linking new concepts to past experiences and facilitating discussion.
3) Problem-based learning involves giving learners real-world problems to solve and could be applied individually by giving learners case studies to work through at their own pace.
This document summarizes training delivery units and strategies for vocational education and training. It discusses various types of training including work-based traineeships, skills gap training, compliance training, and initiatives from government. It also covers formalizing existing employee skills through recognition of prior learning and coaching/mentoring trainees in the workplace. Diverse learners are discussed including apprentices, existing employees, youth, and those with special needs. Teaching strategies like self-directed learning, teacher-centered, learner-centered, and flexible learning are presented. Factors to consider when selecting strategies include objectives, time, environment, and learner characteristics. Workplace training and instructing focuses on the learning environment, learners, trainer, content
This document provides guidance on training and instruction through work skills. It discusses identifying learner needs and characteristics, ensuring a safe learning environment, selecting appropriate learning resources and equipment, understanding the difference between a learning program and delivery plan, the six stages of a delivery plan, and how to provide feedback and ensure learners are learning.
This document provides an assessment matrix for the unit of competency "BSBADM101A Use business equipment and resources" as part of the AQF1 Certificate I in Business Services qualification. It outlines the three elements and their performance criteria to be assessed, including selecting, operating, and maintaining business equipment. The assessment methods include written/oral questioning, practical demonstrations, and third party reports. Employability skills are also evaluated such as communication, teamwork, and problem solving.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
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Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
4. Adult Learners
Learning can be defined as a relatively permanent change in behaviour or knowledge. It includes
observable activity and internal processes such as thinking, attitudes and emotions.
To begin to plan to design and deliver the training it is vital that the facilitator has
a thorough understanding of adult learning, and a range of teaching strategies to
effectively meet each individual participant’s learning preferences.
Adults differ from children in their learning in that they bring a vast array of
history and experience to the learning environment. They are all at different
stages of life; they have already developed their individual strengths, and have a
range of learning experiences behind them.
Malcolm Knowles (1990) refers to the theory and practice of adult education as
androgogy – an adult-centred, problem posing approach to learning;
pedagogy is child-centred, teacher-directed education.
There are a range of common features among adult learners. Adult learners…
• have a range of knowledge and experience - so use it
• need to validate the information from their own values and attitudes
• are responsible - so let them set goals and help plan
• need to decide for themselves what is important to learn
• expect what they are learning can be applied immediately
• want to be actively involved in their learning
• need practice and reinforcement
• need to see the relevance
• like to challenge and reflect on ideas
• have increased powers of comprehension
3
5. • need to feel confident in the learning environment
The Eight Learning Principles
There are a range of factors that assist people to learn more effectively.
Multi-sense learning By using a variety of techniques we
when two or more senses are used can provide visual, auditory and
Confucius says - kinaesthetic input for more effective
I hear and I forget
I see and I remember learning, e.g. posters, overheads, mini
I do and I truly understand lectures, discussions etc.
Active learning When participants are actively
learning by doing involved in their learning there is
greater learning and application, for
example, problem solving, discussion,
case studies etc.
Primacy and recency Learners tend to remember more
remembering the first and last experiences of the first and last parts of any
session.
Tell them what you are going to tell
them An introduction and a summary are
vitally important for learning.
Tell them
Tell them what you have told them. “Chunking” - lots of mini sessions
aid memory.
4
6. Participants need feedback on their
Feedback
progress. Facilitators need feedback on
feedback between learners & whether they are meeting participant's
the trainer
needs and how the session is
The message is the feedback. progressing (and whether a break
might be needed soon). Often non-
verbal cues are evident here.
We all feel better if our efforts are
Reward
rewarded. Training must include
experiencing success and reward tangible results for participants to feel
positive and satisfied. This sets up a
virtuous cycle for learning.
Memory requires repetition (practice
Practice and Repetition
and recall) of material.
practice, revision and reinforcement
Participants learn best when the
Meaningful material
material is relevant and can be utilised
material relates to previous knowledge
in practical ways.
Providing learners with a big picture
Holistic Learning
context and then specific detail
the material needs to fit in to part of a whole
provides a logical framework for
thinking.
5
7. The Learning Environment
There are a number of elements that can influence how people come to learn
effectively. The environment in which training occurs is fundamentally
important. Poor environments reduce the ability of participants to concentrate
and "switch off" the brain, thus reducing learning. As facilitators and facilitators
of adult learning, it is fundamental to incorporate the following five elements,
known as SPECH into the learning environment.
The Social Environment • Welcome signs
Humans are social creatures and have a • Introductory activities
need to belong within a social setting. • Name tags
• Group activities
• Breaks
• Outside socialising opportunities
The Physical Environment • Room temperature
We need to feel comfortable to learn • Noise
effectively. • Light
• Room size, layout and appearance
• Ventilation
• Equipment
The Emotional Environment • Encourage involvement
It is important to foster and maintain • Acknowledge contributions
each person’s self esteem. • Value individual differences
Effective communication and empathy • Foster and expect respect
plays an important role in maintaining
respect and trust. • Maintain confidentiality
• Be authentic
• Provide constructive feedback
6
8. The Cognitive Environment • Encourage involvement and
participative decision making
Adults need to feel that what they are
learning is relevant and beneficial • Describe “what’s in it for them”
• Link to prior knowledge and
experience
• Cater for a range of experience
and knowledge
• Provide practice opportunities
• Provide supplementary
information
The Holistic Environment • Use a range of examples
Recognises and incorporates the range • Use inclusive language
of differences and needs of each • Recognise individual and cultural
individual in each of the elements of differences
the learning environment. • Provide for individual learning
preferences
7
9. The 4 – MAT System
The 4-MAT system (1996) is a cyclic model explaining the ways we learn and our
thinking styles. The 4-MAT model describes four thinking preferences.
Imaginative Thinkers function by clarifying values. They like to act concretely
and reflect on the experience. They tend to ask the question why? These
learners like discussions and making personal meaning from the content.
Analytic Thinkers prefer to action abstractly and reflect on the process.
They like to ask what? These learners like didactic teaching, taking expert
knowledge and conceptualising the information presented.
Common Sense Thinkers function by gathering factual data from kinaesthetic
experience. They process information abstractly through active experimentation.
They ask how? These learners like a coaching approach where they can explore
practical examples and problem solving themselves.
Dynamic Thinkers act and test experience concretely.
They ask what if? These learners like to find out things themselves – (discovery
learning) and need opportunities to transform their knowledge and skills using
their individual creativity.
8
10. The 4-MAT System integrates all four thinking styles within one cyclical model,
thereby providing a framework or ‘format’ for planning, processing and thinking.
4 What if 1 Why
3 How 2 What
The 4-MAT System enables us to utilise the four quadrants for thinking about
any topic or concept. We begin by asking “why are we doing this?” Then move
on to ‘what’ the issue is about specifically. The details of the topic are then
explored in the ‘how?’ quadrant and the broader implications of the topic are
addressed in the ‘what if?’ or ‘what then?’ quadrant. By following the cyclic
process and asking the questions from each of the four quadrants we will
9
11. effectively cover the issues relevant to each particular thinking/questioning style.
When planning training programs and sessions you can provide an activity in
each quadrant as well as information to stimulate both sides of the brain and
provide a whole brain approach to learning.
Why? – Connect and examine the new material
What? – Provide images and define the topic
How? – Practical exercises to explore and extend the learning experience
What if? - Refine and integrate the learning.
10
12. Learning Resources
Learning resources add interest and variety to training and enhance learning by:
• arousing interest
• consolidating information
• aiding retention
• catering for a range of learning styles
• highlighting major points/concepts
• simply illustrating complex material
To provide for individual learning preferences there are a range of common
learning resources described in the table below:
Learning Resource Tips for Effective Use
Whiteboard • Position for easy reading by everyone
• Write big and legibly
• Use upper and lower cases
• Use easily readable colours
• Position around the room
• Electronic whiteboard – provides record
Overheads • Position screen in front corner of room
• Ensure over head projector is focused
• Use pointer on OHP rather than screen
• Use computer generated overhead
transparencies
• Use at least 24 font
• Maximum of 6 points per slide
Handouts • Use main points only where possible
• Keep it simple
• Use white space
• Reference articles and resource material
• Distribute at appropriate time
• Ensure relevance and discuss content
11
13. Videos/DVDs • View content prior to session
• Make links with discussion or questioning
• Keep it brief – max 20 minutes
• Ensure expertise in using player
• Test equipment prior to session
• Have a contingency activity
Butchers paper • Have plenty available
• Use landscape format
• Encourage colour
• Memory map when applicable
• Hang on wall as peripheral poster
• Good for group work
Posters • Use icons/ pictures
• Colour
• Minimise words
• Leave work around room for review
• Uses peripheral vision
• Great for reinforcing value
• Creates positive room environment
PowerPoint • Position screen for easy viewing
• Use light writing on a dark background
• Use key words only
• Avoid busy animations
• Use minimal number of slides
• Provide audience with handout of slides
• Incorporate other strategies
Learning Outcomes • Ensure multimedia is accessible
• Avoid busy animations
• Ensure transparent navigation
• Make relevant
• Develop interaction within objects
12
14. Instructional Design
Instructional design develops the “blue-print” for the development of your
training program and is the key to the successful design of any e-learning or
flexible learning strategy.
All learning programs, whether delivered online, face-to-face or by distance must
be conceived in terms of the desired learning outcomes and based on the
instructional design principles that best support those outcomes.
Gagne (1985) provides a reliable model for instructional design
• Gain the learners attention
Orientation
• Inform the learner of the goals of the session
and what to expect
• Review prior knowledge, pre-requisite
knowledge to build on during the session
• Present the session information
Presentation
• Guide the learner through the information
• Provide opportunities for interaction with
Practice material
• Provide feedback
• Provide valid and reliable testing against
Testing predetermined learning outcomes
• Consider how to assist the learner remember
Retention and Transfer and apply their learning to similar and new
situations
13
15. The process of design and development involves:
• analysing learning needs and goals
• incorporating adult learning theory
• developing, adapting and customising materials and resources in an
innovative and dynamic way to meet the learners needs
• using effective, engaging models of simulated work-based learning
• adapting the learning to the learners needs not the other way round
• keep the content simple – focus on what is relevant
• trialling and evaluating the module for continuous improvement
Session Planning
Session plans provide a documented, organised and sequential plan of the
training event. They also provide a record of the session for continuity, for other
facilitators to use and for review.
Session plans usually include:
• Topic
• Learning outcomes
• Assessment criteria (if applicable)
• Content overview in sequence
• Activities and methods
• Resources
• Time and equipment
Learning Outcomes
Specifying learning outcomes is an important first step in preparing your session
plan. Learning outcomes generally specify what the learner will be able to do by
the end of the session. We usually begin with a measurable action verb, followed
by the knowledge, skills or behaviour that will be achieved, i.e. the object of the
activity and any conditions to achieve this.
By the end of the session participants will be able to
• Describe information literacy (IL)
• Discuss IL and information technology
• Identify processes to develop higher order thinking
14
16. Bloom’s Taxonomy of Educational Objectives
Bloom (1956) provides some useful verbs for writing learning outcomes in the
cognitive domain of the Taxonomy of Educational Objectives:
Knowledge
defines, describes, identifies, labels, lists, outlines
Comprehension
explains, estimates, infers, summarises, defends
Application
changes, demonstrates, predicts, operates, produces
Analysis
differentiates, discriminates, selects, identifies, outlines, infers
Synthesis
categorises, combines, creates, designs, summarises
Evaluation
compares, concludes, contrast, critiques, justifies, summarises
Structure of session plans
To best present a training session it needs to be divided into three planned
sections – an introduction, body and conclusion.
Introduction: Tell them what you will cover
Body: Tell them
Conclusion: Tell them what you have covered
The Introduction
The introduction is vitally important because it sets the scene for the session and
outlines the content and process. It also helps to “breaks the ice” in terms of the
15
17. group dynamics. There is a simple acronym which can be used to remember the
important processes in the introduction.
G Get the participants attention – arouse their interest
L Link topic to their past experience and current knowledge
O Outcomes of sessions – and assessment details
S Structure of session – i.e. how it will happen
S Stimulate and motivate participants
The Body
This is the essence of the training session where the topic is explored in detail
and practice opportunities are provided. It is important to incorporate the seven
learning principles and the kaleidoscope components into this part of the session
so that participants learning preferences are met and so they can remain focused
and motivated to input and process the information.
The Conclusion
The conclusion overviews and sums up what has been covered in the training
session. Reviewing with questions is an effective way of summarising and
this way you can clarify and provide feedback on the learning. Linking to
future sessions gets participants thinking about the next session. This sets up a
positive expectation.
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18. Session Plan
Time Topic Resources Description of Activity
9am Welcome and Warm up activity • Tea and coffee i.e. something from last week that has stuck in
your mind and something good from the
• Name tags weekend
• Manuals
• Music
• OH - WELCOME
9.15 Learning Outcomes – Day 3 OH - Learning Outcomes
• Identify range of learning strategies
• Discuss teacher/learner centred strategies
• Describe a range of learning resources
• Identify a range of strategies for dealing with challenging
participants
• Workshop session planning
• Prepare mini training session
9.30 Sale of the century Team play off – each team develops 10
questions to cover the information covered to
date.
10.15 M/Tea
10.30am MIT delivery strategies Posters In teams – develop as many strategies in 5
Post it pads minutes – team play off using post it pads
Cont
10.30am Developing Learning Resources Whiteboard
Describe a range of learning resources including Paper
• Whiteboard OH’s
Butchers paper
• Handouts
• OH’s
• Videos
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19. • Butchers paper
• Posters
12.00 Presentation/Facilitation skills - B/storm in groups what good presenters and
facilitators do
12.30 Lunch
1.30pm • Facilitation skills Cards for difficult B/Storm challenging situation and behaviours
participants
• Communication skills
• Identify a range of strategies for dealing with challenging
participants
3pm • Break
3.15pm • Workshop session planning Session plan
Feedback sheets
• Prepare mini training session for delivery tomorrow
4.30 • Review day
• Tomorrow we will…
• Preview tomorrow
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20. Communication
Effective training is very dependent on the communication skills and
techniques of the facilitator. Learning is about “giving and receiving
knowledge and skills”. This means that effective communication is a two way
process to make meaning which involves a number of components.
The Impact of Message during Communication
Verbal
7%
Non-verbal
55% Meta-verbal
38%
Verbal communication involves the actual words spoken. The language that
we use is vitally important in covering the content, maintaining an effective
learning environment, creating a positive learning experience and fostering self
esteem of participants.
Meta-verbal communication is the way we say the words. It is used to
express the mood, temperament and feeling of the person sending the
message. It is vital that we modulate the tone and pitch of our voice to keep
participants interested.
Non-verbal communication reinforces the message by using body language.
This includes:
• gestures
• facial expressions
• eye contact
• posture
• space
• dress
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21. • appearance
• timing
• distance
• position
Our non-verbal communication needs to be congruent with our verbal and
meta-verbal components. Incongruence reduces the trust of the facilitator
and confuses participants as they don’t get the “correct message”.
Communication Barriers
• language • individual factors
• perceptions, prejudices, • environmental factors
stereotyping • time/timing
• self image • message complexity
• status • listening skills
• incongruity
Effective Communication
Effective communication is the transmission of an idea from a sender to a
receiver without a change in meaning. The components in good
communication are:
Listening feedback
Questioning
message receiver
Feedback
sender
Empathy
words
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22. Listening
Good listening is vital to quality communication. Listening is a learned skill.
It is an active and complex process that aims at understanding. It involves
picking up on cues, giving feedback and empathy.
Poor Listeners Good Listeners
• Interrupt • Make eye contact
• Jump to conclusions • Ask questions
• Finish other people’s sentences • Summarise frequently
• Change the subject • Check understanding
• Have inattentive non-verbals • Give feedback
• Don’t respond • Give the speaker time to
• Don’t ask questions articulate their thoughts
• Don’t give feedback • Remain poised, calm & in
• Don’t check out understanding control
• Are easily distracted • Give “uh-hums”
• Fidget • Appear interested
• Allow communication barriers • Let the speaker finish, then
speak
• Paraphrase before disagreeing
Questioning
Questioning is vital to facilitating quality learning experiences and reinforces
the content and meaning from the behaviourist, cognitivist and humanist
perspectives of learning. There are a number of types of questions that can be
used including closed ended, open-ended, clarifying, probing and rhetorical
questions.
Benefits of questioning
• Gains information on existing knowledge
• Determines needs of learners
• Checks understanding
• Encourages participation
• Aids processing and application
• Frames topic and content
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23. • Keeps interest
• Focuses and summarises key aspects
Questioning skills for facilitators
• Acknowledge the question
• Rephrase or repeat the question
• Pause to allow time to respond
• Encourage someone in the group to answer
• Summarise and add to the response or answer the question if required
• Check for learner understanding
• Develop critical thinking capabilities of learners with further questioning
• Play “devil’s advocate” where appropriate
• If you cannot answer the question encourage the person asking the
question to find the answer, or else you research the answer and bring it
back to the group.
• Remember your active listening skills
Feedback
Providing quality, focused and timely feedback is a fundamental part of
the learning process. If we don’t give or receive feedback how can we
expect any improvement in performance? The following points will
assist in providing feedback.
Focused Feedback
• involves focusing on the behaviours not the personality
• requires descriptions not judgments
• focuses on specifics not abstracts
• is about the here and now not the there and then
• involves sharing perceptions not giving advice
• is timely not late
• needs to be relevant not overdone
• is positive and constructive not negative and critical
• requires courage
• incorporates empathy
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24. Group Dynamics
Every person brings with them to any group their own values, attitudes and
experiences. These factors will have an impact on how the group works
and the group dynamics.
Power and influence Decision making
Group leadership processes
Individual needs GROUP DYNAMICS Conflict
Groups stage of Individual
development Hidden agendas Personalities
It is fundamental that facilitators consider and facilitate effective group
dynamics to:
• meet the learning needs of each person
• role model expected behaviours
• facilitate respect in the learning environment
• encourage learner responsibility for learning
• problem solve
• enhance learner self esteem and self confidence
• resolve conflict effectively and positively
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25. Managing Difficult Participants
Unfortunately, there are times when, as a facilitator, you will have to manage
the behaviours of challenging or difficult participants. Managing difficult
situations is something that facilitators generally try to avoid as nobody likes
conflict. However, experience dictates that unresolved situations in a training
environment often deleteriously affect the learning of other people in the
group. Therefore, inappropriate or difficult behaviour needs to be managed
efficiently and effectively. When considering strategies to manage any
situation it is important to set two basic goals.
• Getting the challenging person “back on track”
• Minimising any negative impact on the other participants
Guidelines for dealing with difficult participants
• Forecast ahead and be well prepared
• Be confident and use appropriate humour to diffuse situation
• Remain relaxed and in control
• Move from little intervention first to more obvious strategies as the
situation dictates
• Maintain respect for and dignity of all participants
• Use group guidelines to set scene
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26. Reviewing Training
Reviewing training is an important stage in the training cycle because it
provides information for quality assurance and continuous improvement.
Hawe (1990) defines evaluation as “the process by which we judge the worth
of something”. In the training environment we need to evaluate a number of
areas to ensure that we are achieving our training objectives and meeting our
learners needs.
Evaluation determines whether
• The right training has occurred
• For the right people
• At the right time
• In the right way
• To meet the right objectives
Kirkpatrick’s Hierarchy of Evaluation
Most commonly, evaluation focuses on the reaction of participants following
the training. There are a number of models used to evaluate training. A
popular model is Kirkpatrick’s Hierarchy of Evaluation (1996) which provides
a range of levels including the reaction of participants, the effectiveness of the
learning, whether there have been noticeable behaviour changes following the
training, and finally whether ultimately the training has made a noticeable
difference within the organisation.
Kirkpatrick’s Levels
• response of participants
Level 1
• response of trainer
Reaction • relevancy of topic and material
• organisation of program
• outcomes achieved
• presentation skills of facilitator
• instructional methods
• instructional materials
• schedule and timing
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27. • stimulation of program
• focuses on whether there is a change in skill,
Level 2
knowledge or attitudes of topic
Learning • assessment results
• workplace projects
• changes in job performance
Level 3
• transfer of knowledge and skills to the workplace
Behaviour
• before and after group ideal for comparison
• identifies the organisational benefits/changes
Level 4
such as increased sales, more productivity,
Results increased profits, reduced absenteeism, less
accidents, improved morale etc
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28. Program Evaluation
Your feedback is important to us. Please take a few moments to complete this evaluation
form. Thank you for your valued contribution.
Agree Disagree Undecided
Content
1. The content of the program met my needs
2. I found the content relevant
3. The material was stimulating and interesting
4. I feel more confident in applying this to my workplace
5. The materials were useful for my learning
6. The assessment reflected the objectives of the program
Structure
1. The program was well organised
2. The sessions were well structured
3. The balance between theory and practice worked well
4. The activities were effective in helping me learn
5. We achieved the outcomes of the program
Overall, how did you find the program?
What were the three most valuable things you got from the program?
What is your impression of the facilitation of the program?
What had you hoped to get from the program but didn’t?
What changes could you recommend for future programs?
Any other comments?
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29. References
• Bloom [1956] The Taxonomy of Educational Objectives source unknown
• Hawe, Degling and Hall [1990], Evaluating Health Promotion: A Health Worker’s Guide,
McLennan and Petty Australia
• Kirkpatrick [1996], Great Ideas Revisited Training & Development. Jan:54-59 ASTD USA
• Knowles [1990], The Adult Learner: A Neglected Species. 4th Ed. Gulf.
• Reynolds, Dr J [2001] How do people learn? CIPD University of Cambridge
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