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![In any training set up: the trainer, the
learner & the learning (content) are the
three elements which interact.
Ideal learning happens at the meeting point
of these.
Alternatively, let us suppose that these
three elements form a triangle.
The question then arises: Which side of the
triangle is the most important one and
why?’ [Group exercise]
Exercise 1:
Who is the V.I.P in the Workshop?
Trainer
Learner Learning
1 2
3
Javed Mazher | javed.mazher@yahoo.com](https://image.slidesharecdn.com/principlesofadultlearning-160507135840/75/Principles-of-adult-learning-14-2048.jpg)
Uploaded byJaved Mazher
Principles of adult learning
The document outlines principles for training adults effectively. It discusses 8 principles of adult learning: active learning, problem-centric, using previous experience, relevance, emotional connection, self-learning, alignment, and making learning fun. It provides tips for trainers to improve success, such as credibility, relevance, being practical. It discusses not just telling adults what to learn, but how and where it can be applied. It also outlines four methods of adult learning: experience, reflection, conclusion, and application.
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Principles of adult learning
- 1. Principles of AdultLearning Training of Trainers Javed Mazher | javed.mazher@yahoo.com
- 2. Objectives of thesession Better understanding of adult learning… How to make the learning personal, real and engaging… 8 tips that improve your odds for success … ≠Not a ‘how to train’ session… Javed Mazher | javed.mazher@yahoo.com
- 3. Adult Learning ⃝⃝ ⃝ Adult learning is defined as 'the entire range of formal, non-formal and informal learning, activities which are undertaken by adults after a break since leaving initial education and training, which results in the acquisition of new knowledge and skills'. Javed Mazher | javed.mazher@yahoo.com
- 4. 8 Principles ofAdult Learning ⃝ ⃝ ⃝ Active Learning Active participation through discussion, feedback and activities creates more learning than passive listening. Problem-centric Adults are not there just to get more information. If your presentation doesn’t help them solve their pressing issues, it will be forgotten. 1 2 Previous Experience New information has to be linked to previous knowledge and experience or it will not be remembered. Relevance If the information being presented is not relevant to the listener’s life and work, it will not get their attention. . 3 4 Javed Mazher | javed.mazher@yahoo.com
- 5. Emotional Connection Presentations that connect witha learner’s emotions are more likely to be remembered, recalled and learned. Self Learning Adult learners have some strong beliefs about how they learn. These beliefs, whether accurate or not, can interfere or enhance their learning. 5 6 Alignment Adults expect that a presenter’s content, learning outcomes and activities be aligned together. If the learning outcomes do not match the content, the learner feels disconnected and learning is hampered. Fun Learning should be fun! As a presenter, if you are not having fun presenting your information and facilitating learning, then you should stop. 7 8 8 Principles of Adult Learning ⃝ ⃝ ⃝ Javed Mazher | javed.mazher@yahoo.com
- 6. Do not telladult ‘WHAT IS THIS’… Tell them ‘HOW & WHERE IT WILL WORK’… Javed Mazher | javed.mazher@yahoo.com
- 7. Who are yourparticipants? Javed Mazher | javed.mazher@yahoo.com
- 8. The curse ofknowledge is a cognitive bias that leads better- informed parties to find it extremely difficult to think about problems from the perspective of lesser-informed parties. Javed Mazher | javed.mazher@yahoo.com
- 9. Experience Bias Perception We put colorson what we learn Belief Stop being a prisoner of your own mind!!! Javed Mazher | javed.mazher@yahoo.com
- 10. 8 tips thatimprove your odds for success as a trainer… 1. Credibility 2. Accurate 3. Relevant 4. Current 5. Practical 6. Usefulness 7. Involve 8. Affirmation Javed Mazher | javed.mazher@yahoo.com
- 11. Your training sessionshould not resemble a ‘Wedding reception’…. Have you ever attended marriage receptions where you met up with a lot of people? Pretty- courteous folks, chatty, breezy, mindless conversational overload, lots of names and polite smiles exchanged, and THEN…! You returned home and the new faces were soon forgotten. And THEN…… You wondered what did you really go there for? In this age of internet and information savvy world, it is obtuse to just dump information on participants which they can easily procure from the web or numerous other resources. Many of the Training Sessions end up being like these wedding receptions… Lots of Participants Plenty of information which is downloaded and passed on, Innumerable data- and-graph- heavy PPTs add nausea Javed Mazher | javed.mazher@yahoo.com
- 12. 4 methods ofadult learning… Javed Mazher | javed.mazher@yahoo.com
- 13. Adult Learning Cycle ExperienceReflect ConcludeApply What you see/ observe OR face What? Review of information related to experience So What?? What and how you can doNow What?? Use strategies you’ve planned Javed Mazher | javed.mazher@yahoo.com
- 14. In any trainingset up: the trainer, the learner & the learning (content) are the three elements which interact. Ideal learning happens at the meeting point of these. Alternatively, let us suppose that these three elements form a triangle. The question then arises: Which side of the triangle is the most important one and why?’ [Group exercise] Exercise 1: Who is the V.I.P in the Workshop? Trainer Learner Learning 1 2 3 Javed Mazher | javed.mazher@yahoo.com
- 15. Exercise 2: Game ofrecap… the BUCKET and the BALL Game Javed Mazher | javed.mazher@yahoo.com
- 16. Thank you! Javed Mazher| javed.mazher@yahoo.com
Editor's Notes
- #5 The facilitator helps clarify the purpose of the presentation as well as extract each individual’s own goal. The facilitator allows participants the freedom to state why the topic is important to them.
- #8 PRISONERS: These are the chained participants, chained by their values/limited knowledge/beliefs, bound by ‘How can I question what the person on the podium is saying?’ belief. They will nod their head in silence and do all the talking and question in their hearts. Their learning is limited to the extent they absorb the unquestioned data. VACATIONERS: They have come in the Workshop for some sponsored fun. The company is making us work so hard, they might as well foot the bill for this forced vacation! Their belief clearly is: ‘Can a two day Workshop really make a real difference in my life?’ They look forward to free food and fun in the evening… COMBATIVE JUDGE-RS: These are ready to argue any data which is presented to prove a point. Sometimes these arguments are valid, most of the times they carry away the session into a zone of chaos for the trainer and the learners, and the learning of the session gets diluted. LEARNER: They come in with beginner’s mind, are curious; they participate, question and are willing to learn in the truest sense. How do we deal with them and elicit their active participation is the moot point?…It is not about labeling the individuals and writing them off but supporting their learning process, wherever they are! One size fits all or I will deliver what I have to, let them do what they have to, will not work here! One will need to enroll participants to be able to meet the learning objective of the Workshop. THE next big step would allow them to commit a way of participation ON THEIR OWN! There is a learner lurching inside each of us. It is Trainer’s skill how he unearths/encourages/allows emergence of this aspect in each participant. Tricky, but if done can make life easy for the trainer….else there is no common ground for learning to happen.
- #9 Tap Tap – Shoulder to your partner while singing a song silently- Ask your partner to guess the song
- #10 Biasness e.g. what political thoughts you have, what religious sect you associated with and what culture you belong…
- #11 Cognitive Load Theory suggests that learners can absorb and retain information effectively only if it is provided in such a way that it does not “overload” their mental capacity.
- #13 An old Chinese proverb says: Tell me, I forget. Show me, I remember. Let me, I understand.
- #15 Make 3 groups and a jury with two senior judges. Assign each group one Side of the triangle Give them 20 minutes and ask them to come up with your thoughts (how and why) Give each group 5 minutes to present on a flip chat. Ask judges to decide.
- #16 1- Divide participants in 4 equal groups 2- Ask all groups to stay at four positions marked at four directions with the bucket kept at the center. 3- Each member gets a chance to come up and play his/her turn 4- The trainer asks the question, one word at a time. 5- Four members (one representative from each team) throw the ball into the bucket from equal distance (not too close or too far from the bucket). Whoever throws the ball in first gets to answer first. 6- The trainer questions from a prepared list of questions which the participants answer. 7-The team scores on every question answered correctly and points are deducted for every incorrect answer. 8- If the team is unable to answer, the trainer throws upon the answer to all. 9- Total 6-7 turns/ questions will be made. 10- Winner will be given sweets/ candies