The “Course Topics” series from Manage Train Learn and Slide Topics is a collection of over 4000 slides that will help you master a wide range of management and personal development skills. The 202 PowerPoints in this series offer you a complete and in-depth study of each topic. This presentation is on "Models of Learning".
This document provides an overview of a facilitator's toolkit for training. It discusses:
1. Principles of adult learning, including Kolb's learning cycle of concrete experience, observation and reflection, formation of abstract concepts, and testing in new situations.
2. Different approaches to training, such as on-the-job training, in-house experiences, and in-house or external courses.
3. Key topics covered in the toolkit include planning training, facilitation techniques, case studies, feedback and evaluation.
David Kolb's experiential learning theory describes a four stage learning cycle of concrete experience, reflective observation, abstract conceptualization, and active experimentation. Learners have different preferred styles that fit into four categories - divergers, assimilators, convergers, and accommodators - based on where they enter the cycle. Kolb's theory emphasizes that effective learning blends experience, reflection, thinking, and active experimentation.
We are students in our 2nd year of a BA (Hons) Professional Studies in Education. As a class we were asked to act as a 'community of practice' to explore different teaching and learning theories, the result was this presentation. Thank you Ann for inspiring us and getting us started.
Kolb's theory of experiential learning posits that learning is a process that involves creating knowledge through the transformation of experiences. It involves four stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation. Experience plays a central role in learning as knowledge is continuously created and recreated through transforming experiences. Kolb's theory aligns with adult development as experience is the source of both learning and development for adults. Experiential learning can be applied to teaching by incorporating experiences that engage students personally and allow for reflection and discussion to optimize the learning process.
This document discusses different theories and models of experiential learning. It defines experiential learning as planned, structured activities designed to achieve learning outcomes, as opposed to accidental learning from unplanned experiences. Two definitions of experiential learning are provided: 1) involvement in concrete activities that enable experiencing what is being learned, and reflecting on those experiences; and 2) creating knowledge through transforming experiences. Kolb's model views grasping experience through concrete experience and abstract conceptualization, and processing through reflective observation and active experimentation in a four-stage learning cycle.
The document discusses Kolb's Learning Style Inventory, which aims to help students and instructors understand their different learning and teaching styles. It describes Kolb's experiential learning model involving concrete experiences, reflective observation, abstract conceptualization, and active experimentation. The inventory involves ranking words to determine dominant learning styles - diverging, assimilating, converging, or accommodating. Understanding one's own and others' styles can help avoid misunderstandings and allow flexibility in teaching and learning approaches.
Experiential Learning Theory (ELT) provides a holistic model of the learning process and adult development. ELT is a cyclical theory involving four stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation. Kolb identified four learning styles - diverging, assimilating, converging, and accommodating - that are heightened under ELT. For students, ELT allows independent learning through activities like online classes, simulations, and virtual fieldwork. Teachers can facilitate experiential learning through group work, hands-on projects, and reflecting on experiences.
This document provides an overview of a facilitator's toolkit for training. It discusses:
1. Principles of adult learning, including Kolb's learning cycle of concrete experience, observation and reflection, formation of abstract concepts, and testing in new situations.
2. Different approaches to training, such as on-the-job training, in-house experiences, and in-house or external courses.
3. Key topics covered in the toolkit include planning training, facilitation techniques, case studies, feedback and evaluation.
David Kolb's experiential learning theory describes a four stage learning cycle of concrete experience, reflective observation, abstract conceptualization, and active experimentation. Learners have different preferred styles that fit into four categories - divergers, assimilators, convergers, and accommodators - based on where they enter the cycle. Kolb's theory emphasizes that effective learning blends experience, reflection, thinking, and active experimentation.
We are students in our 2nd year of a BA (Hons) Professional Studies in Education. As a class we were asked to act as a 'community of practice' to explore different teaching and learning theories, the result was this presentation. Thank you Ann for inspiring us and getting us started.
Kolb's theory of experiential learning posits that learning is a process that involves creating knowledge through the transformation of experiences. It involves four stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation. Experience plays a central role in learning as knowledge is continuously created and recreated through transforming experiences. Kolb's theory aligns with adult development as experience is the source of both learning and development for adults. Experiential learning can be applied to teaching by incorporating experiences that engage students personally and allow for reflection and discussion to optimize the learning process.
This document discusses different theories and models of experiential learning. It defines experiential learning as planned, structured activities designed to achieve learning outcomes, as opposed to accidental learning from unplanned experiences. Two definitions of experiential learning are provided: 1) involvement in concrete activities that enable experiencing what is being learned, and reflecting on those experiences; and 2) creating knowledge through transforming experiences. Kolb's model views grasping experience through concrete experience and abstract conceptualization, and processing through reflective observation and active experimentation in a four-stage learning cycle.
The document discusses Kolb's Learning Style Inventory, which aims to help students and instructors understand their different learning and teaching styles. It describes Kolb's experiential learning model involving concrete experiences, reflective observation, abstract conceptualization, and active experimentation. The inventory involves ranking words to determine dominant learning styles - diverging, assimilating, converging, or accommodating. Understanding one's own and others' styles can help avoid misunderstandings and allow flexibility in teaching and learning approaches.
Experiential Learning Theory (ELT) provides a holistic model of the learning process and adult development. ELT is a cyclical theory involving four stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation. Kolb identified four learning styles - diverging, assimilating, converging, and accommodating - that are heightened under ELT. For students, ELT allows independent learning through activities like online classes, simulations, and virtual fieldwork. Teachers can facilitate experiential learning through group work, hands-on projects, and reflecting on experiences.
Mike Langway took two learning style assessments which showed that he uses a balanced mix of visual, auditory, and tactile learning styles according to the Education Planner assessment. The Kolb assessment found that his highest scores were in converging and diverging learning styles. He recognizes that he can improve his weaker tactile learning skills and practicing different styles will help strengthen his overall abilities. The exercise helped him better understand his own approaches to learning.
David Kolb published his learning styles model in 1984.
The model gave rise to related terms such as Kolb's experiential learning theory (ELT), and Kolb's learning styles inventory (LSI).
In his publications - notably his 1984 book 'Experiential Learning: Experience As The Source Of Learning And Development' Kolb acknowledges the early work on experiential learning by others in the 1900's, including Rogers, Jung, and Piaget.
In turn, Kolb's learning styles model and experiential learning theory are today acknowledged by academics, teachers, managers and trainers as truly seminal works; fundamental concepts towards our understanding and explaining human learning behaviour, and towards helping others to learn.
The document discusses Kolb's learning model and its application to young adults. Kolb's model proposes a four stage learning cycle of concrete experience, reflective observation, abstract conceptualization, and active experimentation. It also identifies four learning styles. However, the document notes that Kolb's model does not fully consider environmental and developmental factors that influence learning. While aspects of the model could be useful for education, it may have limited applicability to young adults from 18-25 years old still developing cognitively. A supportive environment is important for positive learning experiences during this stage.
Experiential learning involves gaining knowledge from direct experiences and reflection on those experiences. It can take many forms like internships, apprenticeships, or problem-based learning. Experiential learning theories emphasize the importance of experience in the learning process. Kolb's experiential learning model outlines a cycle of concrete experience, reflective observation, abstract conceptualization, and active experimentation. Learners have different styles that emphasize different parts of this cycle, such as diverging, assimilating, converging, or accommodating styles.
David A. Kolb developed the experiential learning theory which emphasizes a four stage learning cycle of concrete experience, reflective observation, abstract conceptualization, and active experimentation. Kolb's theory identifies four learning styles - assimilating, diverging, converging, and accommodating - that are suited to different stages of the learning cycle. The theory provides guidance for teachers and students in incorporating hands-on learning, reflection, conceptualization, and planning into classroom activities both with and without technology.
This document provides an overview of Kolb's experiential learning theory and learning style model. It discusses the four stages of Kolb's learning cycle: concrete experience, reflective observation, abstract conceptualization, and active experimentation. It also describes the four learning styles - diverging, assimilating, converging, and accommodating - that result from how people navigate these stages. The document outlines Kolb's learning style inventory assessment tool and provides references on experiential learning theory and applications in education.
The document discusses experiential learning lectures (ELL) and innovation. It provides background on the origins of ELL and its focus on blending theories and practical experience. The key aspects of experiential learning are explained, including the cycle of experience, reflection, generalization and application. Innovation is defined and the principles, process, knowledge layers and importance of design are outlined. Case studies are also mentioned. The overall document serves as a guide to ELL methodology and concepts relating to innovation.
#DAPP162 Session 3: Designing for learning & learning theoriesChrissi Nerantzi
This document discusses various learning theories and their application to teaching practice. It begins by outlining three main theories of teaching in higher education: teaching as telling, teaching as organizing student activity, and teaching as making learning possible through cooperative and self-directed learning. Groups then studied theories of behaviorism, cognitivism, socio-constructivism, connectionism, and connectivism and created posters to highlight the key aspects of each. The document emphasizes applying theory to practice and constructing teaching methods, learning activities, and assessments to align with intended learning outcomes.
The document describes the author's experiential learning journey in technology entrepreneurship and engineering education. It outlines the author's experiences working at an innovation foundation and technology incubator, earning a PhD focused on technology entrepreneurship, and teaching related topics. It also discusses lessons learned around entrepreneurship education, the value of experiential learning activities like international experiences and hackathons, and tools for reflection like journaling and the creative problem solving process. The overall journey and lessons highlight the importance of hands-on, reflective learning for developing entrepreneurial skills.
This document discusses constructivism as it relates to knowledge construction and concept learning. It outlines key aspects of constructivism including influential figures like Piaget, Bruner, Vygotsky, and Dewey. It describes individual and social constructivism and characteristics like learners constructing understanding based on prior knowledge and learning being facilitated by social interaction. The document also discusses organizing knowledge through concepts defined by features, prototypes, and exemplars. It provides tips for effective concept learning including defining concepts, using examples, and relating concepts to each other. Finally, it discusses applying constructivism by making learning hands-on and relating topics to real life.
2016 #DAPP162 Reflection, UK PSF, Observations >>> week 1Chrissi Nerantzi
This document discusses reflection and observations of teaching. It begins with an introduction to reflection, including definitions and models of reflection. It emphasizes the importance of reflection being a collegial activity. It then discusses conducting observations of teaching, including checklists and providing feedback. It stresses using reflection to improve based on observations. The intended learning outcomes are also summarized.
Merrill’s first principles of instructionIvan Aguilar
The document describes using Merrill's first principles of instruction to design teacher training sessions. It outlines how each principle can be applied to a sample training plan on using verbal persuasive strategies to deal with classroom discipline problems. The principles are: 1) defining the problem as a real-world task, 2) activating prior knowledge, 3) demonstrating new strategies, 4) applying strategies through role plays, and 5) integrating the new knowledge into how teachers would respond to original discipline examples. Participant feedback and conclusions about applying the principles are also discussed.
This document discusses teaching concepts and provides information and examples. It defines a concept as a set of objects, symbols, or events grouped based on shared characteristics. Concepts can be concrete or abstract. When learning concepts, learners must generalize but can overgeneralize or undergeneralize. The document outlines inquiry and expository approaches to teaching concepts and emphasizes using examples, non-examples, attribute isolation, feedback, and applying knowledge. It provides the specific example of teaching the concept of a "pass" in sports and strategies for doing so interactively and engagingly.
This document discusses different learning style models, including Kolb's and VAK/VARK. It explains that Kolb's model identifies four distinct learning styles - diverging, assimilating, converging, and accommodating - based on a four stage learning cycle of concrete experience, reflective observation, abstract conceptualization, and active experimentation. The document also summarizes that VAK/VARK model divides learners into visual, auditory, read/write, and kinesthetic categories based on how each receives and processes information.
Essentials of Instructional Design: Merrill's First Principles of InstructionMr. Ronald Quileste, PhD
Here is a slide presentation for your classes in Educational Technology or Technology for Teaching and Learning. In the first part of the course where you will cover about instructional design, its is important for the pre-service teacher to be oriented of Merrill's First Principles of Instruction. This slide presentation also contains application of the principles as well as a sample lesson plan. Thank you. Enjoy!
David Kolb is an American educational theorist born in 1939. He developed the experiential learning model and learning style model. The experiential learning model describes a four stage cycle of learning involving concrete experience, observation and reflection, formation of abstract concepts, and testing new concepts. The learning style model identifies four types of learners - convergers, divergers, assimilators, and accommodators. Kolb has had an influential career developing theories of experiential education and received several honorary degrees for his contributions.
Merrill’s four principles of instructionUma Kumari
The document outlines Merrill's Four Principles of Instruction which are activation of prior experience, demonstration, application, and integration. It describes each principle, including activating learners' existing knowledge through discussion or testing, demonstrating concepts rather than just explaining, having learners apply knowledge to varied problems with decreasing assistance, and integrating new skills into everyday life through reflection and sharing.
Inclusive learning styles and self explorationbrucebmann
The document discusses inclusive learning styles and experiential learning theory. It outlines three main objectives: 1) identify Kolb's four primary learning styles, 2) develop awareness of one's own learning style and preferences, and 3) identify ways to apply one's own learning style to create inclusive environments that value differences. Kolb's experiential learning theory is also summarized, which was informed by his background in social psychology and seminal book on the topic.
This document provides an overview and reminder for Learning Module 15. It begins by summarizing the key concepts covered in the class so far and reminds students that rough drafts of final synthesis papers are due by May 2nd. It then defines and compares three approaches to content area literacy: academic literacy, multiliteracies, and disciplinary literacies. The document instructs students to complete a T-chart activity summarizing what they have learned about various literacy strategies and models. It concludes by asking students to email one question they have about content area literacy.
The MTL Professional Development Programme is a collection of 202 PowerPoint presentations that will provide you with step-by-step summaries of a key management or personal development skill. This presentation is on "Models of Learning" and will explain the main learning models that you can use in training others.
The “Course Topics” series from Manage Train Learn and Slide Topics is a collection of over 4000 slides that will help you master a wide range of management and personal development skills. The 202 PowerPoints in this series offer you a complete and in-depth study of each topic. This presentation is on "The 8 C's of Training".
Mike Langway took two learning style assessments which showed that he uses a balanced mix of visual, auditory, and tactile learning styles according to the Education Planner assessment. The Kolb assessment found that his highest scores were in converging and diverging learning styles. He recognizes that he can improve his weaker tactile learning skills and practicing different styles will help strengthen his overall abilities. The exercise helped him better understand his own approaches to learning.
David Kolb published his learning styles model in 1984.
The model gave rise to related terms such as Kolb's experiential learning theory (ELT), and Kolb's learning styles inventory (LSI).
In his publications - notably his 1984 book 'Experiential Learning: Experience As The Source Of Learning And Development' Kolb acknowledges the early work on experiential learning by others in the 1900's, including Rogers, Jung, and Piaget.
In turn, Kolb's learning styles model and experiential learning theory are today acknowledged by academics, teachers, managers and trainers as truly seminal works; fundamental concepts towards our understanding and explaining human learning behaviour, and towards helping others to learn.
The document discusses Kolb's learning model and its application to young adults. Kolb's model proposes a four stage learning cycle of concrete experience, reflective observation, abstract conceptualization, and active experimentation. It also identifies four learning styles. However, the document notes that Kolb's model does not fully consider environmental and developmental factors that influence learning. While aspects of the model could be useful for education, it may have limited applicability to young adults from 18-25 years old still developing cognitively. A supportive environment is important for positive learning experiences during this stage.
Experiential learning involves gaining knowledge from direct experiences and reflection on those experiences. It can take many forms like internships, apprenticeships, or problem-based learning. Experiential learning theories emphasize the importance of experience in the learning process. Kolb's experiential learning model outlines a cycle of concrete experience, reflective observation, abstract conceptualization, and active experimentation. Learners have different styles that emphasize different parts of this cycle, such as diverging, assimilating, converging, or accommodating styles.
David A. Kolb developed the experiential learning theory which emphasizes a four stage learning cycle of concrete experience, reflective observation, abstract conceptualization, and active experimentation. Kolb's theory identifies four learning styles - assimilating, diverging, converging, and accommodating - that are suited to different stages of the learning cycle. The theory provides guidance for teachers and students in incorporating hands-on learning, reflection, conceptualization, and planning into classroom activities both with and without technology.
This document provides an overview of Kolb's experiential learning theory and learning style model. It discusses the four stages of Kolb's learning cycle: concrete experience, reflective observation, abstract conceptualization, and active experimentation. It also describes the four learning styles - diverging, assimilating, converging, and accommodating - that result from how people navigate these stages. The document outlines Kolb's learning style inventory assessment tool and provides references on experiential learning theory and applications in education.
The document discusses experiential learning lectures (ELL) and innovation. It provides background on the origins of ELL and its focus on blending theories and practical experience. The key aspects of experiential learning are explained, including the cycle of experience, reflection, generalization and application. Innovation is defined and the principles, process, knowledge layers and importance of design are outlined. Case studies are also mentioned. The overall document serves as a guide to ELL methodology and concepts relating to innovation.
#DAPP162 Session 3: Designing for learning & learning theoriesChrissi Nerantzi
This document discusses various learning theories and their application to teaching practice. It begins by outlining three main theories of teaching in higher education: teaching as telling, teaching as organizing student activity, and teaching as making learning possible through cooperative and self-directed learning. Groups then studied theories of behaviorism, cognitivism, socio-constructivism, connectionism, and connectivism and created posters to highlight the key aspects of each. The document emphasizes applying theory to practice and constructing teaching methods, learning activities, and assessments to align with intended learning outcomes.
The document describes the author's experiential learning journey in technology entrepreneurship and engineering education. It outlines the author's experiences working at an innovation foundation and technology incubator, earning a PhD focused on technology entrepreneurship, and teaching related topics. It also discusses lessons learned around entrepreneurship education, the value of experiential learning activities like international experiences and hackathons, and tools for reflection like journaling and the creative problem solving process. The overall journey and lessons highlight the importance of hands-on, reflective learning for developing entrepreneurial skills.
This document discusses constructivism as it relates to knowledge construction and concept learning. It outlines key aspects of constructivism including influential figures like Piaget, Bruner, Vygotsky, and Dewey. It describes individual and social constructivism and characteristics like learners constructing understanding based on prior knowledge and learning being facilitated by social interaction. The document also discusses organizing knowledge through concepts defined by features, prototypes, and exemplars. It provides tips for effective concept learning including defining concepts, using examples, and relating concepts to each other. Finally, it discusses applying constructivism by making learning hands-on and relating topics to real life.
2016 #DAPP162 Reflection, UK PSF, Observations >>> week 1Chrissi Nerantzi
This document discusses reflection and observations of teaching. It begins with an introduction to reflection, including definitions and models of reflection. It emphasizes the importance of reflection being a collegial activity. It then discusses conducting observations of teaching, including checklists and providing feedback. It stresses using reflection to improve based on observations. The intended learning outcomes are also summarized.
Merrill’s first principles of instructionIvan Aguilar
The document describes using Merrill's first principles of instruction to design teacher training sessions. It outlines how each principle can be applied to a sample training plan on using verbal persuasive strategies to deal with classroom discipline problems. The principles are: 1) defining the problem as a real-world task, 2) activating prior knowledge, 3) demonstrating new strategies, 4) applying strategies through role plays, and 5) integrating the new knowledge into how teachers would respond to original discipline examples. Participant feedback and conclusions about applying the principles are also discussed.
This document discusses teaching concepts and provides information and examples. It defines a concept as a set of objects, symbols, or events grouped based on shared characteristics. Concepts can be concrete or abstract. When learning concepts, learners must generalize but can overgeneralize or undergeneralize. The document outlines inquiry and expository approaches to teaching concepts and emphasizes using examples, non-examples, attribute isolation, feedback, and applying knowledge. It provides the specific example of teaching the concept of a "pass" in sports and strategies for doing so interactively and engagingly.
This document discusses different learning style models, including Kolb's and VAK/VARK. It explains that Kolb's model identifies four distinct learning styles - diverging, assimilating, converging, and accommodating - based on a four stage learning cycle of concrete experience, reflective observation, abstract conceptualization, and active experimentation. The document also summarizes that VAK/VARK model divides learners into visual, auditory, read/write, and kinesthetic categories based on how each receives and processes information.
Essentials of Instructional Design: Merrill's First Principles of InstructionMr. Ronald Quileste, PhD
Here is a slide presentation for your classes in Educational Technology or Technology for Teaching and Learning. In the first part of the course where you will cover about instructional design, its is important for the pre-service teacher to be oriented of Merrill's First Principles of Instruction. This slide presentation also contains application of the principles as well as a sample lesson plan. Thank you. Enjoy!
David Kolb is an American educational theorist born in 1939. He developed the experiential learning model and learning style model. The experiential learning model describes a four stage cycle of learning involving concrete experience, observation and reflection, formation of abstract concepts, and testing new concepts. The learning style model identifies four types of learners - convergers, divergers, assimilators, and accommodators. Kolb has had an influential career developing theories of experiential education and received several honorary degrees for his contributions.
Merrill’s four principles of instructionUma Kumari
The document outlines Merrill's Four Principles of Instruction which are activation of prior experience, demonstration, application, and integration. It describes each principle, including activating learners' existing knowledge through discussion or testing, demonstrating concepts rather than just explaining, having learners apply knowledge to varied problems with decreasing assistance, and integrating new skills into everyday life through reflection and sharing.
Inclusive learning styles and self explorationbrucebmann
The document discusses inclusive learning styles and experiential learning theory. It outlines three main objectives: 1) identify Kolb's four primary learning styles, 2) develop awareness of one's own learning style and preferences, and 3) identify ways to apply one's own learning style to create inclusive environments that value differences. Kolb's experiential learning theory is also summarized, which was informed by his background in social psychology and seminal book on the topic.
This document provides an overview and reminder for Learning Module 15. It begins by summarizing the key concepts covered in the class so far and reminds students that rough drafts of final synthesis papers are due by May 2nd. It then defines and compares three approaches to content area literacy: academic literacy, multiliteracies, and disciplinary literacies. The document instructs students to complete a T-chart activity summarizing what they have learned about various literacy strategies and models. It concludes by asking students to email one question they have about content area literacy.
The MTL Professional Development Programme is a collection of 202 PowerPoint presentations that will provide you with step-by-step summaries of a key management or personal development skill. This presentation is on "Models of Learning" and will explain the main learning models that you can use in training others.
The “Course Topics” series from Manage Train Learn and Slide Topics is a collection of over 4000 slides that will help you master a wide range of management and personal development skills. The 202 PowerPoints in this series offer you a complete and in-depth study of each topic. This presentation is on "The 8 C's of Training".
The “Course Topics” series from Manage Train Learn and Slide Topics is a collection of over 4000 slides that will help you master a wide range of management and personal development skills. The 202 PowerPoints in this series offer you a complete and in-depth study of each topic. This presentation is on "Managing Learning in Times of Change".
The “Course Topics” series from Manage Train Learn and Slide Topics is a collection of over 4000 slides that will help you master a wide range of management and personal development skills. The 202 PowerPoints in this series offer you a complete and in-depth study of each topic. This presentation is on "Running a Course".
The MTL Professional Development Programme is a collection of 202 PowerPoint presentations that will provide you with step-by-step summaries of a key management or personal development skill. This presentation is on "Learning Styles" and will explain what a learning style is and help you discover your own preferred learning style.
The document provides guidance on designing effective training courses. It discusses 8 key considerations when designing a course: 1) matching needs and solutions, 2) setting objectives, 3) structuring the course, 4) creating the right learning environment, 5) understanding trainees, 6) planning content, 7) constraints, and 8) administration. It also provides tips on specific aspects of design like sequencing content, breaking skills down, designing exercises, and getting management support. The overall message is that designing training requires balancing many factors to create a successful learning experience for trainees.
The “Course Topics” series from Manage Train Learn and Slide Topics is a collection of over 4000 slides that will help you master a wide range of management and personal development skills. The 202 PowerPoints in this series offer you a complete and in-depth study of each topic. This presentation is on "The Resourceful Trainer".
This document provides an overview of different learning styles and how to apply them. It describes 9 learning styles: linguistic, interpersonal, modelling, intrapersonal, visual, mathematical/factual, kinaesthetic, auditory, and intuitive. Each style is associated with a different learning type and has unique characteristics. The document gives examples and techniques for how to effectively apply each style in learning and training contexts. Overall, it advocates recognizing and accommodating different styles to maximize learning for all individuals.
This document outlines a presentation on the flipped classroom. It begins with objectives for the session, which are to define the flipped classroom, appreciate its importance, identify implementation techniques, criticize flaws, and demonstrate a well-structured flipped classroom plan. It then outlines an activity where attendees will discuss what education is, who educators are, students today, and trends in education. Finally, it provides information on the flipped classroom approach, advantages and disadvantages, and tips for planning an efficient flipped classroom.
The Theory Part - Learning about learning - Wali ZahidWali Zahid
In my 20 years’ training and coaching experience, I have learnt this:
We trainers are often at our best in training delivery, usually good at
design and developing materials but generally poor at the theory part.
From our TTT workbook: This is an attempt to make your theory part
easy and fun!
The “Course Topics” series from Manage Train Learn and Slide Topics is a collection of over 4000 slides that will help you master a wide range of management and personal development skills. The 202 PowerPoints in this series offer you a complete and in-depth study of each topic. This presentation is on "People Builders".
The “Course Topics” series from Manage Train Learn and Slide Topics is a collection of over 4000 slides that will help you master a wide range of management and personal development skills. The 202 PowerPoints in this series offer you a complete and in-depth study of each topic. This presentation is on "Evaluating Training".
The document discusses adult learning, including defining adult learning, characteristics of adult learners, principles for teaching adults, differences between children and adults as learners, barriers to learning, and learning styles. Specifically, it defines adult learning as formal, non-formal, and informal learning activities undertaken by adults after initial education. It identifies characteristics such as adults needing to know why they are learning, learning through doing, and wanting to use life experiences. Principles for teaching adults include motivating learners, informing learners in their preferred style, monitoring learners, and engaging learners through experience.
The document discusses applying Merrill's First Principles of Instruction to computer science education. It summarizes the five principles as: 1) using real-world problems to engage learners; 2) activating prior knowledge to build new knowledge; 3) demonstrating concepts rather than just explaining them; 4) allowing learners to apply their new knowledge through practice; and 5) integrating new knowledge into learners' lives. It argues CS courses could benefit from more deliberately designing instruction around these principles to better engage students and sustain their learning.
The MTL Professional Development Programme is a collection of 202 PowerPoint presentations that will provide you with step-by-step summaries of a key management or personal development skill. This presentation is on "The Resourceful Trainer" and will show you how to become a better trainer through becoming more resourceful.
The MTL Professional Development Programme is a collection of 202 PowerPoint presentations that will provide you with step-by-step summaries of a key management or personal development skill. This presentation is on "Learning and Change" and will show you how to cope with the uncertainties of major change.
This document discusses key concepts for understanding adult learners and effective training strategies. It covers the experiential learning cycle which involves concrete experience, reflective observation, abstract conceptualization, and active experimentation. It also discusses learning styles, including visual, auditory and kinesthetic preferences. Finally, it mentions Malcolm Knowles' work identifying characteristics of adult learners to consider when designing training, known as adult learning principles.
The MTL Professional Development Programme is a collection of 202 PowerPoint presentations that will provide you with step-by-step summaries of a key management or personal development skill. This presentation is on "Evaluating Training" and will show you how to evaluate the results of your training.
Who C.A.R.E.S.!? How Learning Got Its Bad Rap & What We Can Do About it.mp4Aggregage
Since when has learning and development (L&D) become such a negative experience with its intended learners? Could it be because learners have been conditioned by very poor learning experiences over the past two decades, combined with the kinks of technological innovation? Or is it because learning has typically been designed as a one-size-fits-all solution, despite the fact that humans are not clones?
The good news is that technology has come a long way since Y2K, and there is much we've learned about UX/UI and how adults like to learn. This session will introduce a new learning framework called the C.A.R.E.S Learning Effectiveness Model, which:
• Draws upon what we know about behavioral psychology and adult learning
• Harnesses the power and potential of new technologies
• Keeps the consumer of information at the forefront of the UX
• Evaluates current offerings and the likelihood learners will achieve the desired behavior change and/or skill needed
Plus, we’ll discuss what's broken about learning today and discover how the CARES Learning Effectiveness Model can be applied to solve the problem.
The “Course Topics” series from Manage Train Learn and Slide Topics is a collection of over 4000 slides that will help you master a wide range of management and personal development skills. The 202 PowerPoints in this series offer you a complete and in-depth study of each topic. This presentation is on "The Need for Training".
The Power Pics series from ManageTrainLearn and Slide Topics is a large collection of images for you to use in your documents, presentations, and commercial work. Each presentation gives you a single theme with 25 carefully-chosen images which you can then download to use in your work. You can use them to enhance the look of a slide, to create a mood, for a touch of drama, emotion, or wonder, to illustrate a topic, or as an effective background. If the license allows, you can use them to create new images and slides of your own. Of course, you can also just sit back, browse through them, and enjoy them as they are. Where presentations are concerned, great images are priceless because every one is worth a thousand words.
www.managetrainlearn.com
The Power Pics series from ManageTrainLearn and Slide Topics is a large collection of images for you to use in your documents, presentations, and commercial work. Each presentation gives you a single theme with 25 carefully-chosen images which you can then download to use in your work. You can use them to enhance the look of a slide, to create a mood, for a touch of drama, emotion, or wonder, to illustrate a topic, or as an effective background. If the license allows, you can use them to create new images and slides of your own. Of course, you can also just sit back, browse through them, and enjoy them as they are. Where presentations are concerned, great images are priceless because every one is worth a thousand words.
www.managetrainlearn.com
The Power Pics series from ManageTrainLearn and Slide Topics is a large collection of images for you to use in your documents, presentations, and commercial work. Each presentation gives you a single theme with 25 carefully-chosen images which you can then download to use in your work. You can use them to enhance the look of a slide, to create a mood, for a touch of drama, emotion, or wonder, to illustrate a topic, or as an effective background. If the license allows, you can use them to create new images and slides of your own. Of course, you can also just sit back, browse through them, and enjoy them as they are. Where presentations are concerned, great images are priceless because every one is worth a thousand words.
www.managetrainlearn.com
The Power Pics series from ManageTrainLearn and Slide Topics is a large collection of images for you to use in your documents, presentations, and commercial work. Each presentation gives you a single theme with 25 carefully-chosen images which you can then download to use in your work. You can use them to enhance the look of a slide, to create a mood, for a touch of drama, emotion, or wonder, to illustrate a topic, or as an effective background. If the license allows, you can use them to create new images and slides of your own. Of course, you can also just sit back, browse through them, and enjoy them as they are. Where presentations are concerned, great images are priceless because every one is worth a thousand words.
www.managetrainlearn.com
The Power Pics series from ManageTrainLearn and Slide Topics is a large collection of images for you to use in your documents, presentations, and commercial work. Each presentation gives you a single theme with 25 carefully-chosen images which you can then download to use in your work. You can use them to enhance the look of a slide, to create a mood, for a touch of drama, emotion, or wonder, to illustrate a topic, or as an effective background. If the license allows, you can use them to create new images and slides of your own. Of course, you can also just sit back, browse through them, and enjoy them as they are. Where presentations are concerned, great images are priceless because every one is worth a thousand words.
www.managetrainlearn.com
This document is a collection of 25 illustrations of skyscrapers from major cities around the world. It includes images of skylines from cities like Chicago, New York, Hong Kong, Dubai, and Shanghai. The images can be used freely for presentations, documents, and commercial work as long as attribution is provided. The collection provides a variety of skyscraper and cityscape photos that can be used to illustrate topics related to architecture, urban planning, and cities.
The Power Pics series from ManageTrainLearn and Slide Topics is a large collection of images for you to use in your documents, presentations, and commercial work. Each presentation gives you a single theme with 25 carefully-chosen images which you can then download to use in your work. You can use them to enhance the look of a slide, to create a mood, for a touch of drama, emotion, or wonder, to illustrate a topic, or as an effective background. If the license allows, you can use them to create new images and slides of your own. Of course, you can also just sit back, browse through them, and enjoy them as they are. Where presentations are concerned, great images are priceless because every one is worth a thousand words.
www.managetrainlearn.com
This document provides 25 stock images that can be used for presentations, training materials, and commercial work. The images cover a variety of themes and are sourced from Creative Commons licensed photos on Flickr. Each image is accompanied by its source URL and license information to ensure proper attribution. Users are free to incorporate the images into their work and modify them if permitted by the license. The collection aims to offer diverse visuals to illustrate various topics.
The Power Pics series from ManageTrainLearn and Slide Topics is a large collection of images for you to use in your documents, presentations, and commercial work. Each presentation gives you a single theme with 25 carefully-chosen images which you can then download to use in your work. You can use them to enhance the look of a slide, to create a mood, for a touch of drama, emotion, or wonder, to illustrate a topic, or as an effective background. If the license allows, you can use them to create new images and slides of your own. Of course, you can also just sit back, browse through them, and enjoy them as they are. Where presentations are concerned, great images are priceless because every one is worth a thousand words.
www.managetrainlearn.com
This document provides 25 images that can be used for training, presentations, and commercial work. The images cover various topics related to sharing, such as sharing a meal, sharing knowledge, and sharing a drink. The images come from sources with Creative Commons licenses that allow for commercial use. Attribution is provided for each image. Users are free to use the images in their documents and presentations and can modify them if permitted by the license.
The Power Pics series from ManageTrainLearn and Slide Topics is a large collection of images for you to use in your documents, presentations, and commercial work. Each presentation gives you a single theme with 25 carefully-chosen images which you can then download to use in your work. You can use them to enhance the look of a slide, to create a mood, for a touch of drama, emotion, or wonder, to illustrate a topic, or as an effective background. If the license allows, you can use them to create new images and slides of your own. Of course, you can also just sit back, browse through them, and enjoy them as they are. Where presentations are concerned, great images are priceless because every one is worth a thousand words.
www.managetrainlearn.com
The Power Pics series from ManageTrainLearn and Slide Topics is a large collection of images for you to use in your documents, presentations, and commercial work. Each presentation gives you a single theme with 25 carefully-chosen images which you can then download to use in your work. You can use them to enhance the look of a slide, to create a mood, for a touch of drama, emotion, or wonder, to illustrate a topic, or as an effective background. If the license allows, you can use them to create new images and slides of your own. Of course, you can also just sit back, browse through them, and enjoy them as they are. Where presentations are concerned, great images are priceless because every one is worth a thousand words.
www.managetrainlearn.com
The Power Pics series from ManageTrainLearn and Slide Topics is a large collection of images for you to use in your documents, presentations, and commercial work. Each presentation gives you a single theme with 25 carefully-chosen images which you can then download to use in your work. You can use them to enhance the look of a slide, to create a mood, for a touch of drama, emotion, or wonder, to illustrate a topic, or as an effective background. If the license allows, you can use them to create new images and slides of your own. Of course, you can also just sit back, browse through them, and enjoy them as they are. Where presentations are concerned, great images are priceless because every one is worth a thousand words.
www.managetrainlearn.com
The Power Pics series from ManageTrainLearn and Slide Topics is a large collection of images for you to use in your documents, presentations, and commercial work. Each presentation gives you a single theme with 25 carefully-chosen images which you can then download to use in your work. You can use them to enhance the look of a slide, to create a mood, for a touch of drama, emotion, or wonder, to illustrate a topic, or as an effective background. If the license allows, you can use them to create new images and slides of your own. Of course, you can also just sit back, browse through them, and enjoy them as they are. Where presentations are concerned, great images are priceless because every one is worth a thousand words.
www.managetrainlearn.com
The Power Pics series from ManageTrainLearn and Slide Topics is a large collection of images for you to use in your documents, presentations, and commercial work. Each presentation gives you a single theme with 25 carefully-chosen images which you can then download to use in your work. You can use them to enhance the look of a slide, to create a mood, for a touch of drama, emotion, or wonder, to illustrate a topic, or as an effective background. If the license allows, you can use them to create new images and slides of your own. Of course, you can also just sit back, browse through them, and enjoy them as they are. Where presentations are concerned, great images are priceless because every one is worth a thousand words.
www.managetrainlearn.com
The Power Pics series from ManageTrainLearn and Slide Topics is a large collection of images for you to use in your documents, presentations, and commercial work. Each presentation gives you a single theme with 25 carefully-chosen images which you can then download to use in your work. You can use them to enhance the look of a slide, to create a mood, for a touch of drama, emotion, or wonder, to illustrate a topic, or as an effective background. If the license allows, you can use them to create new images and slides of your own. Of course, you can also just sit back, browse through them, and enjoy them as they are. Where presentations are concerned, great images are priceless because every one is worth a thousand words.
www.managetrainlearn.com
The Power Pics series from ManageTrainLearn and Slide Topics is a large collection of images for you to use in your documents, presentations, and commercial work. Each presentation gives you a single theme with 25 carefully-chosen images which you can then download to use in your work. You can use them to enhance the look of a slide, to create a mood, for a touch of drama, emotion, or wonder, to illustrate a topic, or as an effective background. If the license allows, you can use them to create new images and slides of your own. Of course, you can also just sit back, browse through them, and enjoy them as they are. Where presentations are concerned, great images are priceless because every one is worth a thousand words.
www.managetrainlearn.com
The Power Pics series from ManageTrainLearn and Slide Topics is a large collection of images for you to use in your documents, presentations, and commercial work. Each presentation gives you a single theme with 25 carefully-chosen images which you can then download to use in your work. You can use them to enhance the look of a slide, to create a mood, for a touch of drama, emotion, or wonder, to illustrate a topic, or as an effective background. If the license allows, you can use them to create new images and slides of your own. Of course, you can also just sit back, browse through them, and enjoy them as they are. Where presentations are concerned, great images are priceless because every one is worth a thousand words.
www.managetrainlearn.com
The Power Pics series from ManageTrainLearn and Slide Topics is a large collection of images for you to use in your documents, presentations, and commercial work. Each presentation gives you a single theme with 25 carefully-chosen images which you can then download to use in your work. You can use them to enhance the look of a slide, to create a mood, for a touch of drama, emotion, or wonder, to illustrate a topic, or as an effective background. If the license allows, you can use them to create new images and slides of your own. Of course, you can also just sit back, browse through them, and enjoy them as they are. Where presentations are concerned, great images are priceless because every one is worth a thousand words.
www.managetrainlearn.com
The Power Pics series from ManageTrainLearn and Slide Topics is a large collection of images for you to use in your documents, presentations, and commercial work. Each presentation gives you a single theme with 25 carefully-chosen images which you can then download to use in your work. You can use them to enhance the look of a slide, to create a mood, for a touch of drama, emotion, or wonder, to illustrate a topic, or as an effective background. If the license allows, you can use them to create new images and slides of your own. Of course, you can also just sit back, browse through them, and enjoy them as they are. Where presentations are concerned, great images are priceless because every one is worth a thousand words.
www.managetrainlearn.com
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
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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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
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.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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.
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.
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 ...
2. 2
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Models of Learning
Training Skills
MTL Course Topics
The Course Topics series from Manage Train Learn is a large collection of topics that will help you as a learner
to quickly and easily master a range of skills in your everyday working life and life outside work. If you are a
trainer, they are perfect for adding to your classroom courses and online learning plans.
COURSE TOPICS FROM MTL
The written content in this Slide Topic belongs exclusively to Manage Train Learn and may only be reprinted
either by attribution to Manage Train Learn or with the express written permission of Manage Train Learn.
They are designed as a series of numbered
slides. As with all programmes on Slide
Topics, these slides are fully editable and
can be used in your own programmes,
royalty-free. Your only limitation is that
you may not re-publish or sell these slides
as your own.
Copyright Manage Train Learn 2020
onwards.
Attribution: All images are from sources
which do not require attribution and may
be used for commercial uses. Sources
include pixabay, unsplash, and freepik.
These images may also be those which are
in the public domain, out of copyright, for
fair use, or allowed under a Creative
Commons license.
4. 4
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Models of Learning
Training Skills
MTL Course Topics
INTRODUCTION
It is a sad fact that traditional models of learning, as
practised in our schools and colleges, have failed many of
our children. An unnecessarily high proportion of young
people are turned off the excitement of learning and fail to
achieve the success that they deserve. Not only is this a
huge waste of a national resource but it is a serious
challenge to those managers and trainers who must devise
suitable learning models to attract and interest those same
children in their later lives at work.
5. 5
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Models of Learning
Training Skills
MTL Course Topics
OLD EDUCATION MODELS
Although our present education system is in what appears
to be a state of continual change, its fundamental principles
are based on the educational needs of the Industrial
Revolution. The model that our original schools were
founded on was that of the Prussian Army in which 20%
were officers and attended elite schools and 80% were
troops and did as they were told. The products of this
education system had to mind machines and not complain.
Now that the Industrial Revolution has given way to the
Information Revolution - with brains replacing machines -
we need to produce a revolution in learning too, one with
new and more effective models.
"A teacher of 1890 could step out of a Winslow Homer
painting and feel at home in a 1990 classroom." (Ellen
Dempsey)
6. 6
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Models of Learning
Training Skills
MTL Course Topics
NEW MODELS OF LEARNING
The need for more effective ways to train people has
produced numerous models of learning to add to existing
ones.
These are twelve of the most important:
1. andragogy or trainee-centred learning
2. pedagogy or trainer-centred learning
3. learning from experience
4. the lecture
5. behaviour modelling
6. multiple intelligence learning
7. open learning
8. learning as concept, structure and application
9. instruction
10. coaching
11. mentoring
12. programming.
7. 7
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Models of Learning
Training Skills
MTL Course Topics
PEDAGOGY
The Greeks called teacher-centred learning models
"pedagogy" from their words "paidos" meaning "boy" and
"agogos" meaning "to lead", ie leading children.
Much of child learning in our schools is pedagogic. It
includes these features:
1. a dominant teacher and dependent learner
2. one-way communication from the all-knowing teacher
to the unknowing pupil
3. pupils are graded by what they remember
4. the primary resource is the teacher's knowledge and
experience
5. the teacher makes all the decisions about what will be
learnt
6. the predominant learning style is the lecture
7. knowledge is studied for use some day in the future.
8. 8
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Models of Learning
Training Skills
MTL Course Topics
ANDROGOGY
In contrast to pedagogy, which means "leading children",
andragogy comes from the Greek "andro" meaning "men
and women" and means "leading adults".
The principles of andragogy are those suited to all kinds of
training and include:
1. an equal relationship between trainer and trainee based
on helping
2. multiple communication to, from and between all
members of the learning group
3. learning based on trainees' needs
4. everyone's experience is valued as a learning resource
5. decisions on learning are shared
6. varied learning styles are used
7. the training itself is an experience to be learned from
8. learning aims to produce solutions to current and future
problems.
9. 9
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Models of Learning
Training Skills
MTL Course Topics
EXPERIENTIAL LEARNING
David Kolb has developed a model of learning based on
learning consciously from experience.
There are four stages in Kolb's model:
1. doing, ie undergoing the experience itself.
2. thinking about the experience in whatever way is relevant
to our current needs; eg Did this solve a problem? How did I
go about it? How did I work with others?
3. reflecting on the experience and devising a model that
might work for us next time we face the same situation
4. testing these conclusions experimentally and tentatively
to see if they suit us before putting them into practice.
Kolb suggests that we each have a preferred starting point
as learners. These starting points make our predominant
learning style: Doers, Thinkers, Theorists or Experimenters.
10. 10
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Models of Learning
Training Skills
MTL Course Topics
LECTURES
Lectures and presentations are the staple diet of pedagogic
or school-based teaching. They involve the passing of
information from one who knows to others who don't know.
While presentations have a place in effective training
models - for example, in putting over rules, policies, ideas,
concepts, theories, - they are not enough on their own to
produce changed behaviour.
"Cognitive learning alone makes no more skilled employees
than it does swimmers. They will drown the first time they
jump in the water even though they know what they should
do." (Jim Clemmer and Art McNeil)
11. 11
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Models of Learning
Training Skills
MTL Course Topics
CENTRES OF LEARNING
There is an ongoing debate amongst educationalists as to
the merits of teacher-centred and trainee-centred learning.
David Warwick describes how he put the two theories to
the test when he was a school-teacher in Bristol. One group
of children were taught using the teacher-led approach
which included whole group learning and learning by rote.
Another group were taught using the trainee-led approach
which included lots of experiential learning with the teacher
as support.
At the end of the course, both groups were tested. Those
who were formally taught did better than the informally-
taught group. However, when they were re-tested nine
months later, the "taught" group had forgotten nearly
everything, whereas the "experiential" learners
remembered more than three quarters.
12. 12
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Models of Learning
Training Skills
MTL Course Topics
BEHAVIOUR MODELLING
So how do you get trainees to learn in
Behaviour Modelling?" asked Alan.
John replied:
"Well, first of all we show the trainees what the
key behaviours in the task are. If it was, say,
typing, we'd show people how they would sit,
where they should place their wrists and fingers,
the positions of the spine, where to place copy
and so on..."
"Then what?"
"Well, we try to get each person to think of
someone they know who performs the task to a
high or excellent level. If they don't know
anyone, we might offer ourselves, someone
they've seen on TV or film, another trainee. If
there's nobody at all, we suggest they construct
a mind's eye picture of an ideal person in their
heads."
"What next?“
"We relate the skills to each trainee's
workplace: where, when and under what
circumstances the skill is performed. They
decide which parts of the skill are most
important in their own cases."
"Then what?"
"Practice. Lots of practice. They must practice
on the job and off the job. When they work in
off-the-job groups, there is more observation
and more feedback from others and ourselves.
We can use video for feedback as well.
"Why does this method work?"
"Behavioural modelling rates as the most
successful of all skills training models because
trainees construct their own picture of what
they want to achieve and go at their own speed
to get there. We're just around to offer
support."
13. 13
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Models of Learning
Training Skills
MTL Course Topics
INSPIRE, KNOW, DO
All skill learning requires a mix of Knowledge, Skills and
Attitudes. The normal order in which these three elements
are given in training is: first, get the right attitude, then tell
people what to do, and last, lots and lots of practice.
For example, if we want to learn to drive a car, we first need
the inspiration to learn. That gets us behind the driving
wheel but is obviously not enough on its own. The next
thing we need is some information about the mechanics of
driving and a knowledge of the Highway Code. That too is
not enough on its own. To complete the learning, we need
to undertake to practise on the road.
Skill practice is best done under the eye of someone who
can point out our mistakes, encourage us when our
enthusiasm wanes, and give us feedback on how well we
are progressing.
14. 14
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Models of Learning
Training Skills
MTL Course Topics
MULTIPLE INTELLIGENCES
Howard Gardner, professor of education at Harvard
Graduate School, has argued that, contrary to the idea that
intelligence is comparative, ie some of us are more
intelligent than others, people have in fact different
intelligences from one another, each of which is equally
valid as a means of learning about the world.
Gardner describes seven distinct intelligences: visual;
kinaesthetic; intrapersonal; interpersonal; mathematical;
auditory; and linguistic. Each of these offers a different way
to teach as well as learn.
For example, in training people in a new computer
programme, you might give them practice, show them a
video, discuss things, work in small pairs, give people time
alone, hand out written instructions; and provide a
structure, model or sequence for them to remember.
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Models of Learning
Training Skills
MTL Course Topics
WE ARE ALL INTELLIGENT
The model of Multiple Learning proposed by Howard
Gardner is one of the biggest breaks from traditional forms
of learning and training of our times. It makes the
assumption that there is no such thing as a more or less
intelligent person, but that everyone is intelligent in their
own particular facility. This means that unlocking learning in
anyone is no longer a question of forcing people to work to
a method they may not be suited to, but rather finding out
what method suits them best. Now, if a person does not
learn, it is not their fault, but a fault in the way we address
their learning needs.
"It may be more of an article of faith than a researchable
fact, but we should make the starting assumption, in a just
society, that everyone is intelligent in at least one way."
(Professor Charles Handy)
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Models of Learning
Training Skills
MTL Course Topics
OPEN LEARNING
Open learning is learning that people do willingly and for
themselves using materials that are openly available. They
include traditional forms of distance learning such as self-
study and correspondence study as well as new formats
such as e-learning.
The principles of open learning are...
1. active involvement by learners
2. trainees must need or want to learn
3. individual styles of learning are catered for
4. it builds on what people already know and can do
5. learners have control over what they learn
6. it involves physically doing, mentally being stretched
and emotionally feeling good
7. it needs time to assimilate and practise
8. learning can be measured
9. learning is blocked by too much information or anxiety
and aided by "joyful stress".
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Models of Learning
Training Skills
MTL Course Topics
THE ARCS MODEL
The ARCS model provides the four essential ingredients of
how people like to learn. ARCS stands for:
Attention: the child in us is naturally curious about new
ideas and information. We like to be entertained.
Relevance: when learning has relevance to applications or
problems we have, we become interested.
Confidence: when learning leads to early successes, we feel
confident. Success produces more positive learning.
Satisfaction: when our learning efforts are recognised and
praised, we feel it's been worthwhile.
"To awaken interest and kindle enthusiasm is the sure way
to teach easily and successfully." (Tryon Edwards)
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Models of Learning
Training Skills
MTL Course Topics
LEARNING NEW MATERIAL
Research in California by Florence Desai, Deanna Sagar and
Michael Miller has discovered that people fall into three
categories when they come to learn new material.
1. There are those who like to learn the concept first.
These people are keen to discuss the thinking behind
the material and get a model in their heads.
2. There are those who like to understand the structure
first. These people like to see where bits of learning fit
in to the overall picture.
3. There are those who like to work out what use can be
made of the material first.
If training material is presented in all three ways -concept,
structure and use - it is likely that the initial needs of
everyone will be met.
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Models of Learning
Training Skills
MTL Course Topics
INSTRUCTION
The instructing model of learning is the granddaddy of all
learning models. It is the preferred method of training in
the Armed forces. Instructing is based on transferring skills
from a person who possesses them (the instructor) to a
person who doesn't (the learner).
There are ten steps in the classic instruction model:
1. Check what the learner already knows and can do.
2. Check the environment is suitable.
3. Define the purpose of the instruction session.
4. Break the session down into manageable bits.
5. Instruct in a suitable style.
6. Check they understand.
7. Get them to show they understand.
8. Give them time to practise.
9. Check if there are any problems.
10. Reinforce and praise.
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Models of Learning
Training Skills
MTL Course Topics
COACHING
The word "coach" derives from university slang for a private
tutor, having been borrowed from "stagecoach", a means to
get you somewhere quickly.
Coaching skills are an essential add-on for managers who
want to develop their staff.
They are based on three important abilities:
1. being able to spot the potential in others
2. setting appropriate tasks that build on and develop
people's strengths and talents
3. offering tips, advice, suggestions, feedback and
unwavering belief in others' ability.
A key coaching technique is to encourage positive skills
through praise and valuable feedback.
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Models of Learning
Training Skills
MTL Course Topics
THE STEER COACHING MODEL
STEER is a mnemonic for coaching someone where you, as
coach, take the lead role. It consists of the following 5 steps:
S for Spot the need or opportunity. This may be because
you see someone doing something they need help with or
because they ask you for help.
T for Tailor the intervention to suit the coachee. This means
knowing how to adjust your help so that the person will be
interested, attentive and receptive. You can only do this by
knowing their situation and needs.
E for Explain and demonstrate how the task can be done.
Short sessions usually work better than long.
E for Encourage them while they practise. Give coachees
plenty of time and space to work things out as they go.
R for Review if they haven't grasped things yet or Reinforce
if they have.
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Models of Learning
Training Skills
MTL Course Topics
THE GROW COACHING MODEL
GROW is a mnemonic for coaching someone where you, as
coach, work closely with the coachee's own needs and
aspirations. It could be used as the structure for a coaching
discussion.
It consists of 4 steps:
G stands for Goals and answers the question, "What do you
want to achieve?"
R stands for Reality and answers the questions, "Where are
you now?", "Why are you stuck?", "What can't you do?"
O stands for Options and answers the questions, "What
could you do next?", "What are the options?", "What might
work?"
W stands for Wrap Up (or Way Forward) and answers the
questions, "What would you like to try out?", "Where to
next then?", and "What help do you need?".
Unlike STEER, GROW gets the coachee to do all the thinking
and decision-making.
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Models of Learning
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MTL Course Topics
COACHING FOR ALL POSSIBILITIES
A coach is always looking to find and build on the natural
gifts of their coachees. When Jamaican sprinter, Usain Bolt,
first made his national team, he was placed in long distance
competitions. Bolt had a gut instinct that he was better
suited for the 100 and 200-metre sprints and that was
where he eventually found his extraordinary successes.
The most remarkable "gut instinct moment" in an Olympic
Games occurred in 2008 when Michael Phelps won the gold
in the 200-metre butterfly race. This was despite his goggles
filling up with water with about 100 metres to go. Phelps
could not see. For the rest of the race, he had to rely on
counting his strokes and following his gut instinct to know
where he was.
Of course, Phelps was more than prepared for that scenario.
His coach, Bob Bowman, had made him practise with water-
filled goggles so that when the time came for him to rely on
his gut instinct in competition, he was ready.
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Models of Learning
Training Skills
MTL Course Topics
PUPPY DOG TRAINING
Praise and reinforcement are key elements in getting
trainees to do what you want. It is also applicable to animal
training.
"Next comes the vexed question as to what one should do
when a puppy makes a puddle on the floor. Some people
advise rubbing his nose in it. What a wicked idea!
Should the puppy make a puddle, catch him, show him what
he has done, and scold him resoundingly by your tone of
voice, then immediately take him to his usual spot. This
usual spot is a vital link in the training chain. The puppy gets
to connect that spot with his jobs and associations are
made.
If, after puddling the floor, you put him out and he does it
again outside, praise him fervently and with great love in
your voice." (Barbara Woodhouse: "Dog Training, My Way")
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Models of Learning
Training Skills
MTL Course Topics
MENTORING
In Homer's Iliad, Mentor was the appointed guardian of
Telemachus, son of Ulysses, king of Troy. While Ulysses was
away from Troy, seeking the Golden Fleece, Mentor was
responsible for preparing the boy for his later role as king.
In organisational terms, a mentor is someone who takes a
less experienced person under their wing. They act as
father, or mother, figure: listen; offer suggestions and
alternatives; give learning nudges which they think might
help; and open doors to valuable and stretching
experiences.
In studies in the United States, working with a mentor was
found to be the most successful route to gaining promotion.
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Models of Learning
Training Skills
MTL Course Topics
SELF-PROGRAMMING
One of the important principles of modern approaches to
adult training is that each of us has the resources within us
to produce the states we want.
We are each capable of being relaxed, outgoing, interesting
and friendly - perhaps when we are with family and friends -
so not being these things when, say, we are giving a
presentation to a group of board members, is not a question
of lack of resource, but a lack of self-programming.
Self-programming means summoning up the required
resources from within us and applying them to desired
situations. It is a way of training, or conditioning, ourselves
and can be managed by either going inside ourselves to
produce the desired state, or adapting a desired state from
external sources.
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Models of Learning
Training Skills
MTL Course Topics
FROM INSIDE OUT
June was having problems with her new boss. She found it
hard to feel confident with him. She blushed, stammered
and became confused. Using self-training, June was able to
change her state and her behaviour.
1. first, June sat down and thought about the state she
wanted to be in which was calm and confident
2. then, June thought of times when she was calm and
confident: for example when meeting with her old boss
3. June next summoned up the physiological state she was
in when calm: how she sat, moved, spoke; the pace of
her voice; the words she used, the thoughts in her head
4. she then pictured the new situation and decided that
meeting face to face with her boss would be a trigger
for becoming calm and confident
5. on the next few occasions, June consciously practised
the technique until she had successfully re-programmed
herself.
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Models of Learning
Training Skills
MTL Course Topics
FROM OUTSIDE IN
Programming from outside in means adopting the visible
patterns of behaviour of people who already do what we
want to do and making them our own.
Ronnie couldn't understand why some members of the
team were less effective than others until he noticed the
way the team reacted at the weekly work review meetings.
When the more effective members were given a tough job
to do, they said "Thanks", smiled and looked enthusiastic.
When their less effective colleagues were given the same
jobs, they muttered "I'll try" and looked downcast.
From then on, Ronnie tried "Thanks", a smile and a look of
enthusiasm and found that gradually his work became more
effective.