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This topic will enable you to discuss on the following areas:
Definition of diversity, identify characteristics of diversity,
learning styles in a diverse classroom, strategies for working
with diverse learners, and teacher behaviors in a diverse
classroom.
At the end of this topic, you will be able to:
1. Define the term ‘diversity’
2. Identify characteristics of diversity using
Gardenswartz & Rowe’s (1994) Four Layers of
Diversity Model
3. Identify learning styles in a diverse
classroom (Auditory, Visual and Kinesthetic)
4. Identify strategies for working with diverse
learners
5. Acknowledge trainers behaviours in a diverse
classroom.
DEFINITION: DIVERSITY
A training session will be populated with a diverse group of participants who have a broad range
expectations and learning needs. Trainees are different in many ways such as race, ethnicity,
socioeconomic status, gender, learning modalities, cognitive development, social development and rate
at how they perceive and retrieve information. "Diversity usually is related to the ethnic background of
students. It is, however, a much broader concept. Anytime that a student [trainee] is different from the
rest of the students [trainees] in a class, that student [trainee] is diverse. Diversity can relate to gender,
sexual orientation, economic status, ethnicity, country of national origin, etc." (Oklahoma State
University, no date) Training can be highly effective when it engages trainees’ individual identities.
TASK 3.1 : GROUP DISCUSSION
At the end of the activity, you will be able to identify what diverse learners are and how they affect
trainings.
Get into groups of four or five. You are about to embark on a cooperative learning group activity. This
activity will lead you to engage in a brainstorming activity to access prior knowledge. A ‘Thought Wheel’
will be produced at the end of this activity.
OPTIMIZING
DIVERSITY
AMONG THE
TRAINEES
UNIT
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Stad draft 21 april 2014_dr_fam
This document outlines a training curriculum that aims to help participants become better trainers. It covers five units: 1) Understanding adult learners, 2) Playing the role of a trainer, 3) Optimizing diversity among trainees, 4) Providing engaging facilitation, and 5) Assessment. The curriculum maps learning outcomes, topics, activities and assessments. It provides examples and tasks for participants to apply principles like catering to different thinking styles and leveraging trainees' experiences. The goal is for participants to learn how to design effective training that considers characteristics of adult learners and diversity.
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- 3. 2 MODULE OBJECTIVES ANDCURRICULUM MAPPING Participants are able to: i) Design and deliver training which are suitable for adult learners ii) Assess their training and performance as a trainer LEARNING OUTCOMES CONTENTS/TOPICS STRATEGY/ ACTIVITY ASSESSMENT METHODS TRAINEES’ LEARNING TIME F2F SDL 1. Define the term ‘adult learners’ 2. Identify the main characteristics of an adult learner 3. Relate the principles of adult learning with own learning experiences 4. Describe yourself as an adult learner Adults Characteristics of adult learners Adult learners’ learning principles Video reflection Lecture & Discussion Group work Hands-on Experience sharing Group Presentation Blog Reflection Self- assessment 2 4 1. Identify the roles played by trainers 2. Determine the differences in thinking styles among the trainees 3. Cater to the different thinking styles Trainer’s roles Thinking styles Matching trainees’ thinking styles with your training Video reflection Lecture & Discussion Group work Experience sharing Group presentation Blog reflection Self- assessment 3 4 1. Define the term ‘diversity’ 2. Identify characteristics of Definition: Diversity Characteristics of Diversity Personality Internal Dimension Lecture and Discussion Video reflection Group work Group presentation Blog reflection Self- assessment 6 8
- 4. 3 diversity using Gardenswartz & Rowe’s(1994) Four Layers of Diversity Model 3. Identify learning styles in a diverse classroom (Auditory, Visual and Kinesthetic) 4. Identify strategies for working with diverse learners 5. Acknowledge trainers behaviours in a diverse classroom External Dimension Organisational Dimension Learning styles in a diverse classroom Strategies for working with diverse learners Trainers’ behaviours in a diverse classroom Hands-on Self-reflection 1. Differentiate the role of a teacher from a trainer 2. Create engaging activities for the learners Training adult learners Creating activities for your learners Planning your training sessions Planning your approach of delivery In-class games Interactive Lecture Format Lecture and Discussion Video reflection Group work Hands-on Self-reflection Group presentation Blog reflection Self- assessment 4 4 1. Identify the indicators of effective training 2. Apply the concept of ‘reflective practice’ 3. Use relevant tools to assess yourself as a trainer Indicators of effective training Reflection Types of reflection Reflective Practice Video reflection Lecture and Discussion Group work Hands-on Self-reflection Group presentation Blog reflection Self- assessment 3 4 TOTAL NO. OF HOURS 18 24
- 5. 4 TABLE OF CONTENTS MODULEOBJECTIVES AND CURRICULUM MAPPING 2 UNIT 1 KNOWING YOUR TRAINEES cum ADULT LEARNERS 6 Adults 7 Characteristics of adult learners 8 Adult learners’ learning principles 13 UNIT 2 PLAYING YOUR ROLE AS THE TRAINER 16 Trainer’s roles 17 Thinking styles 19 Matching trainees’ thinking styles with your training 20 UNIT 3 OPTIMIZING DIVERSITY AMONG THE TRAINEES 23 Definition: Diversity 23 Characteristics of Diversity 25 Personality 26 Internal Dimension 26 External Dimension 27 Organisational Dimension 27 Learning styles in a diverse classroom 28 Strategies for working with diverse learners 29 Trainers’ behaviours in a diverse classroom 30 UNIT 4 PROVIDING ENGAGING AND ACTIVE LEARNING FACILITATION 34 THROUGH LEARNERS' DIVERSITY Training adult learners 35 Creating activities for your learners 35 Planning your training sessions 36 Planning your approach of delivery 38 In-class games 39 Interactive Lecture Format 40
- 6. 5 UNIT 5 PROVIDINGENGAGING AND ACTIVE LEARNING FACILITATION 42 THROUGH LEARNERS' DIVERSITY Indicators of effective training 43 Reflection 44 Reflective Practice 46
- 7. 6 This topic willenable you to discuss on the following areas: who are the adult learners, what are their characteristics and how could the characteristics be related to their learning. At the end of this topic, you will be able to: 5. Define the term ‘adult learners’ 6. Identify the main characteristics of an adult learner 7. Relate the principles of adult learning with own learning experiences 8. Describe yourself as an adult learner TASK 1.1 VIDEO REFLECTION Watch the following video and write down the basic rules dealing with adult learners. http://www.youtube.com/watch?v=8lvkJhXnEZk Clearly, we need to understand that training the adult learners require a different approach compared to teaching the traditional college students. Knowing the basic rules could help trainers to perform better. UNIT 1 KNOWING YOUR TRAINEES cum ADULT LEARNERS
- 8. 7 ADULTS A systematicapproach to defining the term ‘adult’ is perhaps the one proposed by Knowles (1990, p.24). He has provided a more meaningful understanding of the term by considering relevant social and psychological aspects. With regard to the social aspect, Knowles claims that a person is an adult if he is capable of performing some social roles typically assigned by his culture, for example, the role of a parent, spouse, worker or responsible citizen. In terms of the psychological aspect, one is an adult when one is capable of being essentially responsible for one’s own life. TASK 1.2 SELF-REFLECTION Define ‘adult’ in your own words. Post your responses in the group’s padlet (formerly known as wallwisher). Notice the similarities in your answers. The following is the address to our group’s padlet where we could post our responses. http://padlet.com/wall/x6d9l1810h
- 9. 8 THE CHARACTERISTICS OFADULT LEARNERS ADULT LEARNERS SELF CONCEPT TIME PERSPECTIVE EXPERIENCE Adult learners are believed to have distinguished characteristics making them uniquely different from other learners. Knowles (1990, p.236) has elaborated that the characteristics of adult learners can be understood by considering these three domains; their self-concept, experience and time perspective.
- 10. 9 a) TIME PERSPECTIVE TIMEPERSPECTIVE IMMEDIATE NEEDS SOLUTION SEEKING EMERGING/NEW PROBLEMS MORE INTRINSIC THAN EXTRINSIC TIME PERSPECTIVE TRANSFER OF KNOWLEDGE OUTSIDE FORMAL LEARNING BOUNDARIES SEEK TO BENEFIT FROM TRAINING ACKNOWLEDGE IMPORTANCE AWARE OF REASONS OF TRAINING FOR TRAINING
- 11. 10 Their ‘time perspectiveness’encourages them to have more specific and immediate plans for applying newly acquired knowledge.” Knowles (ibid.) further clarifies that adult learners need to be “equipped to overcome their current problems, and they want to put to immediate use what they learn.” TASK 1.3 THINK-PAIR-SHARE The first characteristic of adult learners is ‘time perspective’. Based on the illustrations, describe your understanding of the concept of ‘time perspective’ among adult learners. Begin by identifying THREE keywords. Share your understanding with your neighbour and later post your responses in the group’s padlet. b) EXPERIENCE EXPERIENCE APPLYING NEW SKILLS/KNOWLEDGE AT DECONTEXTUALIZED AND CONTEXTUALIZED LEVELS USEFUL FRAME OF REFERENCE MAKE WISE SELECTION WORKING, LEARNING, RECREATIONAL
- 12. 11 EXPERIENCE Education experience Work experience Recreational experience Reference & Stimulant Learning The ‘experience’the adults have could make them a rich resource in the classroom. Mocker (1980, p. 35) claims that “…adults enter an educational activity with a greater amount of experience from which they can relate new experience.” TASK 1.4 EXPERIENCE SHARING The second characteristic of adult learners is ‘experience’. Based on the illustrations, identify your own relevant experiences which have helped made your past learning meaningful. Consider why those experiences are helpful in the learning context. Share your answer with another neighbour.
- 13. 12 c) SELF-CONCEPT SELF CONCEPT BETTERCONTROL OF LEARNING STRATEGIES SELF-DIRECTING INDEPENDENT AUTONOMOUS SELF-CONCEPT AUTONOMY SELF-DIRECTION GROWING RESPONSIBILITES DEVELOPING & AGING WITHIN CULTURE CONTEXT
- 14. 13 Self-concept is theimage people have of themselves. Knowles adds, “as people grow, their self- concept moves from being a dependent personality to a self-directing one.” This in turn makes them become “autonomous” (1990, p. 236). TASK 1.5 SELF-REFLECTION The third characteristic of adult learners is ‘self-concept’. Think of yourself as an adult learner. What are some of the roles you could play as an active learner? List them. Later, decide which aspect of ‘self-concept’ that determines you to play those roles. Post your responses in the group’s padlet. ADULT LEARNERS’ LEARNING PRINCIPLES PRINCIPLES OF ADULT LEARNING PRINCIPLES VOLUNTARY PARTICIPATION MUTUAL RESPECT COLLABORATIVE SPIRIT ACTION & REFLECTION CRITICAL REFLECTION SELF DIRECTION
- 15. 14 TASK 1.6 GROUPDISCUSSION The illustration signifies the six common principles in adult learning. Provide examples of learning situations which you are familiar with which reflect any of these principles. Share your thoughts with your neighbour. Post your responses in the group’s blog. END OF TOPIC SELF-ASSESSMENT Go to the following link which leads you to an inventory. Complete the inventory for you to gauge yourself as an adult learner. An added value of this inventory is it also enlightens you on the reasons to each correct answer. TOPIC SUMMARY Unit One has covered the following; a) Definition of ‘adult learners’ b) Characteristics of an adult learner c) Principles of adult learning d) Self-assessment on the characteristics of adult learners
- 16. 15 REFERENCES & FURTHERREADINGS 1. Faizah, A,M and Hazadiah, M.D. (2010) An assessment of 21st century adult learners’ needs: issues and challenges for institutions of higher education. In Strategies for Malaysian education in the 21st century: Series 1. Ros Aizan, Y.; Rohaya, A.W.; Norsidah, M.N; Norshiha, S. and Watters, J.J. (Eds.). Shah Alam:UPENA. 2. Fornaciari, C.J.; Dean, K.L. (2013). The 21st-Century Syllabus: From Pedagogy to Andragogy. http://jme.sagepub.com/content/early/2013/10/21/1052562913504763 3. Hazadiah Mohd Dahan, Faizah Abd. Majid.(2007)Scaffolding Adult Education: Narratives of Malaysian Practitioners UPENA 4. Knowles, M. (1990). Adult learners: The neglected species. London: Kogan Page. 5. Mocker,D.W. (1980). Cooperative learning process: Shared learning experience in teaching adults to read. In L.S. Johnson (ed.) Reading and the adult learner. 35 – 40: International Reading Association 6. Raggatt, P; Edwards, R.; Small, N. (2013). The learning society: challenges and trends. 2013. New York: Routledge. 7. Characteristics of adult learners. http://www.rit.edu/academicaffairs/tls/characteristics-adult- learners 8. Andragogy: what is it and does it help thinking about adult learning? http://infed.org/mobi/andragogy-what-is-it-and-does-it-help-thinking-about-adult-learning/
- 17. 16 This topic willenable you to discuss on playing your roles as a trainer and how that could cater to the trainees’ diversity. This could be done by raising your awareness on the diversity in the trainees’ thinking styles. At the end of this topic, you will be able to: 4. Identify the roles played by trainers 5. Determine the differences in thinking styles among the trainees 6. Cater to the different thinking styles TASK 2.1 VIDEO REFLECTION Watch the following video. Discuss how different thinking styles among the adult learners could affect how you train them? http://www.youtube.com/watch?v=zVdRa_SnDIE PLAYING YOUR ROLE AS THE TRAINER UNIT 2
- 18. 17 TRAINERS’ ROLES TASK 2.2THINK-PAIR-SHARE Reflect on your own practices as a trainer/facilitator. What are the roles you play? List them and compare your list with your neighbours’. Notice the similarities. The following diagram illustrates the many roles a trainer/facilitator plays. Identify the ones you have in your list. A trainer is an agent to the knowledge construction of his/her trainees. Identifying the trainees’ prior experience and existing knowledge is always a MUST.
- 19. 18 TASK 2.3 SYNTHESIS Workingin groups of four or five, go to the following link and synthesize the many ways of assessing your trainees’ prior knowledge. Provide the synthesis in an illustration (e.g. mind map, tree diagram, table, etc) https://www.cmu.edu/teaching/assessment/priorknowledge index.html Later, post your work in the group’s padlet. TASK 2.4 SELF-REFLECTION Look at the picture below. How could a trainer ‘inspire’ his trainees? Post your comments in the group’s padlet.
- 20. 19 THINKING STYLES Various psychologyresearches have confirmed that there are four common thinking styles. Each thinking style is dominated by one of the four upper-lower hemispheres of the brain. The following is a summary of the thinking style. Thinking styles have a lot of influence on how a person processes information. In the context of training, the trainees’ thinking style determines the way they acquire knowledge, organize their thoughts, form views and opinions, apply values, solve problems, make decisions, plan, and even express themselves to others. Hence, it playing your roles as an efficient trainer, you do need to also cater to the different thinking styles of your trainees. TASK 2.5 SELF-ASSESSMENT Do you want to identify your preferred thinking style? Complete the following inventory to know the answer. A) Cerebral-Left Logic Analysis Facts Measurement B) Limbic-Left Organization Sequence Planning Detail C) Limbic-Right Interpersonal Social Kinesthetic Emotion D) Cerebral-Right Holistic Intuition Integration Synthesis
- 21. 20 www.cgribben.com psych th-stquiz.htm http://www.thelearningweb.net/personalthink.html MATCHINGTRAINEES’ THINKING STYLE WITH YOUR TRAINING Trainers could facilitate their trainees better when they are aware of their trainees’ thinking style. There are numerous thinking style inventories which could be used. However, what is more important is for trainers to strategize their approach in order to match their trainees’ thinking style. Below is the suggested approach for each thinking style. Provides: Roles: Cerebral-Left Rules, guidelines, samples, templates, checklist Judge, reference Limbic-Left Guidelines, samples, templates Co-planner, reference Limbic-Right Intellectual communication, network, fieldwork Mentor, friend Cerebral-Right Dialogues, questions, challenges Partner, mentor, friend TASK 2.6 SELF-REFLECTION Which aspect of our training so far do you like best? Why? Relate your responses to your identified preferred thinking style. Post your responses in the group’s blog.
- 22. 21 END OF TOPICSELF-ASSESSMENT Complete the following Inventory to know more about you as a trainer. 10. When you noticed your trainees are losing motivation, you most likely will A) identify the cause B) ignore the situation C) discuss alternatives to motivate them back 11. In meeting the physical needs of your trainees, you most likely emphasize on A) flexibility in meeting deadlines B) conducive training facilities C) financial support 12. To assist your trainees to get a suitable focus in his training, you would A) ask him to rationalize his choice B) try to be agreeable to his suggestions C) suggest he follows your idea 13. To help your trainees to be open to critiques and comments, you would A) ask fellow trainees to comment on his work openly B) focus on his strengths and rooms for improvement C) defend his work 14. To develop your trainees’ potential as human capital, you most likely would focus on his contribution to A) his professional development B) your professional development C) the field of knowledge SCORE FOR EACH OPTION: 1. A = 4 B = 6 C = 2 10. A = 4 B = 2 C = 6 2. A = 4 B = 6 C = 2 11. A = 6 B = 4 C = 2 3. A = 6 B = 4 C = 2 12. A = 6 B = 4 C = 2 4. A = 2 B = 6 C = 4 13. A = 4 B = 6 C = 2 5. A = 6 B = 4 C = 2 14. A = 4 B = 2 C = 6 6. A = 6 B = 4 C = 2 7. A = 2 B = 4 C = 6 8. A = 2 B = 4 C = 6 9. A = 6 B = 4 C = 2 IF YOUR TOTAL SCORE IS BETWEEN 28 – 42: YOU ARE SLOWLY BUT SURELY GOING TO HAVE A SUCCESSFUL TRAINING SESSIONS 43 – 70: YOU COULD BE SURE OF A QUITE SUCCESSFUL TRAINING SESSIONS 71 – 84: CONGRATULATION! YOU DO HAVE SUCCESFUL TRAINING SESSIONS 1. In your first meeting with your trainees, you are more interested to know about their A) level of knowledge B) background C) potential contribution 2. You noticed your trainee is very structured and orderly when describing ideas or facts. In reciprocal, you generally A) provide him with samples of good practices B) assist him with his plans C) challenges his ideas 3. During your discussions with your trainees, you realized his thinking is more global than local. In return, you generally A) challenge his thoughts B) tend to generally agree with him C) require him to follow your ideas 4. During the initial preparation of training/learning, your main role is generally to A) allow him to work on his own B) establish close contact C) provide him with the reading materials 5. In reading relevant training materials, you most likely encourage your trainees to A) synthesize the theories & facts B) summarize their readings in writing C) read and read 6. In guiding your trainees’ timeframe planning, you generally emphasize on A) feasibility B) targets C) constraints 7. Your main concern in their written assignment is how your trainee A) check their language B) adhere to the writing guidelines C) apply the new knowledge/skills 8. In monitoring your trainees’ progress, you tend to A) require constant report B) give your trainees independence C) ) discuss the progress 9. Your most preferred question in monitoring your trainees’ work is A) How do you establish/confirm this? B) What do you think others will think about this? C) Where did you get this from?
- 23. 22 TOPIC SUMMARY Unit Twohas covered the following; a. The roles of a trainer b. The different thinking styles and determining your preferred thinking style c. Assessing your trainees’ prior knowledge d. Matching training strategies with the different thinking styles REFERENCES & FURTHER READINGS 1. Chua, Y.P. (2004). Creative and Critical Thinking Styles. Serdang: UPM Press. 2. Copeland, M. (2005). Socratic Circle: fostering critical and creative thinking in middle and high school. Maine:Stenhouse Publishers. 3. Corporate trainer responsibilities. http://work.chron.com/corporate-trainer-responsibilities- 13453.html 4. How to become a corporate trainer. http://www.wikihow.com/Become-a-Corporate-Trainer 5. Roles and responsibilities of a facilitator. http://occupyreno.wordpress.com/facilitation-roles- mftgrs/ 6. The role of a facilitator. http://www.virginia.edu/processsimplification/resources/Facilitator.pdf
- 24. 23 This topic willenable you to discuss on the following areas: Definition of diversity, identify characteristics of diversity, learning styles in a diverse classroom, strategies for working with diverse learners, and teacher behaviors in a diverse classroom. At the end of this topic, you will be able to: 1. Define the term ‘diversity’ 2. Identify characteristics of diversity using Gardenswartz & Rowe’s (1994) Four Layers of Diversity Model 3. Identify learning styles in a diverse classroom (Auditory, Visual and Kinesthetic) 4. Identify strategies for working with diverse learners 5. Acknowledge trainers behaviours in a diverse classroom. DEFINITION: DIVERSITY A training session will be populated with a diverse group of participants who have a broad range expectations and learning needs. Trainees are different in many ways such as race, ethnicity, socioeconomic status, gender, learning modalities, cognitive development, social development and rate at how they perceive and retrieve information. "Diversity usually is related to the ethnic background of students. It is, however, a much broader concept. Anytime that a student [trainee] is different from the rest of the students [trainees] in a class, that student [trainee] is diverse. Diversity can relate to gender, sexual orientation, economic status, ethnicity, country of national origin, etc." (Oklahoma State University, no date) Training can be highly effective when it engages trainees’ individual identities. TASK 3.1 : GROUP DISCUSSION At the end of the activity, you will be able to identify what diverse learners are and how they affect trainings. Get into groups of four or five. You are about to embark on a cooperative learning group activity. This activity will lead you to engage in a brainstorming activity to access prior knowledge. A ‘Thought Wheel’ will be produced at the end of this activity. OPTIMIZING DIVERSITY AMONG THE TRAINEES UNIT 3
- 25. 24 Instructions: You willbuild your ‘Thought Wheel’. In the center cirle, write diverse trainees. In the second tier, brainstorm words and phrases connected to diverse trainees. In the outside cirle, write about the impact trainees have on trainings. Later, compare your ‘Thought Wheel’ with your group. Notice the similarities and differences in your answers. Share and discuss the similarities and differences. Upon the group sharing session, you have actually engaged in a meaningful dialogue concerning diverse learner.
- 26. 25 CHARACTERISTICS OF DIVERSITY Thecharacteristics of diversity can be defined as representing a multitude of individual differences and similarities that exist among people. It encompasses many different human characteristics such as race, age, creed, national origin, religion, ethnicity and sexual orientation. The characteristics representing diversity are illustrated in Gardenswartz & Rowe’s (1994) Four Layers of Diversity Model. According to Gardenswartz & Rowe (1994) the four layer of diversity are organizational dimensions, external dimensions, internal dimensions and personality. Gardenswartz & Rowe’s (1994) Four Layers of Diversity Model
- 27. 26 To understand themodel, let’s read the simple explanations below: PERSONALITY – (Inner Circle) This is the dimension that constitutes the core model of diversity and covers all aspects of an individual’s characteristics that could be classified as their “Personal Style”. Personality is described as traits and stable characteristics of an individual that are viewed as determining particular consistencies in the manner in which that person behaves in any given situation and over time (Winstanley, 2006) The other layers help shape the individual’s perceptions, disposition and actions, as the individual interacts with the world around them. TASK 3.2 SELF-ASSESSMENT Do you want to find out your personality as trainer? Complete the following personal inventory to find out your personality. http://psych.fullerton.edu/mbirnbaum/web/personalityB.htm INTERNAL DIMENSION – (2nd Circle) This represents dimensions that may not be easily changed by individuals. These characteristics are assigned at birth such as age, race, ethnicity, gender and physical ability. The rest of the list is as follow: Gender Nationality and ethnicity Social Class Background Sexual orientation Age Mental and physical Capability Religion / Worldview
- 28. 27 EXTERNAL DIMENSION –(3rd Circle) The external dimension represents those characteristics that deal with the life choices of an individual. Individual exercises a higher level of control over these characteristics than in the organization dimensions. Geographic location Income Personal habits Religion/Worldview Educational background Work Experience Appearance Personal status Marital status ORGANISATIONAL DIMENSIONS (Outer Circle) The final Dimensional layers of this Diversity Model are defined as corporate or institutional affiliation. It represents the outer layer and consists of characters such as management status, union affiliation, work location, seniority, divisional department and work content/field. The characteristics of diversity associated with this layer are under the control of the organizations in which one works. The people can influence this layer in a limited capacity, because total control rests with the organization in which a person works. The rest of the lists are as follow: Functional Level/Classification Work content/ Field Research interest/ Field of study Faculty/Centre/Department/Branch of study/Services and facilities Work location/Study location Type of employment Duration of employment/Duration of study
- 29. 28 TASK 3.3 SELF-REFLECTION Accordingto to Gardenswartz & Rowe (1994), diversity can be described as being like an onion, possessing layers that once peeled away reveals the core. Do you agree with this statement? Read over the factors on the four dimensions. Think about how the various factors influenced the choices and decisions you made up to this point in your career. Which have had a positive impact? Post your responses in the group’s padlet. TASK 3.4 THINK-PAIR-SHARE Looking at the factors again, think about those you have difficulty in accepting in other people. Which of the factors do you make snap judgments on? What factors cause you to try to avoid contact with others? Translate the factors into a ‘Thought Wheel’ and share your ‘Thought Wheel’ in the group’s padlet. Look at all the ‘Thought Wheels’ posted. How could the info displayed help you conduct trainings with diverse participants? LEARNING STYLES IN A DIVERSE CLASSROOM Eddy (1996) acknowledges learning styles as the way in which we prefer to organize, classify and assimilate information about the environment. In other words, how do we like to learn? It is important for a trainer to be able to identify learners’ differences in terms of learning styles so that learning can take place effectively in training sessions. There are three main learning styles: Auditory learners prefer to receive ideas and information by hearing them. These students may struggle with reading and writing, but excel at memorizing spoken words. They often benefit from discussion-based classes and the opportunity to give oral presentations. Visual learners prefer to receive information by seeing it. They pay much attention to detail. They are less to speak in class than their auditory peers and generally use words when they do. Outlines, graphs, maps and pictures are useful in helping these students. Kinesthetic-Tactile learners tend to learn best via movement and touch. These students are often labelled “hyperactive” because they tend to move around quite a great deal. Because they
- 30. 29 like movement, theymay take many notes and learn best when allowed to explore and experience the environment. TASK 3.5 SUMMARIZE It is important to note the various learning styles. If we looked at the description closely, we would probably see some of ourselves in each. How do you find out your students’ preferred learning styles? How can you accommodate to everyone’s learning styles in class? To find out more about tips and teaching in a diverse classroom, read this website. http://cet.usc.edu/resources/teaching_learning/docs/teaching_nuggets_docs/2.8_Teaching_ in_a_Diverse_Classroom.pdf Summarize the content of the article in a suitable diagram and post it in your group’s padlet. STRATEGIES FOR WORKING WITH DIVERSE LEARNERS Classrooms of today are extremely diverse. Trainers have to take into considerations of this diversity and work towards optimizing the diversity for the trainees’ benefit. Trainees come from different backgrounds; have different interests and different learning structures that they are accustomed to. It is highly important for a trainer to choose the best method of training diverse trainee population in order to be an effective trainer
- 31. 30 TASK 3.6 INFORMATIONTRANSFER Take a look at the chart below. Read an online article at http://oic.id.ucsb.edu/international-ta- handbook/teaching-undergraduates/teaching-student-diversity and fill in the speech bubble with relevant information to further enhance your understanding on strategies to be implemented for working with diverse learners. Discuss findings with your next neighbour. STRATEGIES FOR WORKING WITH DIVERSE LEARNERS/TRAINEES TRAINERS’ BEHAVIOURS IN A DIVERSE CLASSROOM Certain behaviours and instructional strategies enable trainers to build a stronger teaching/learning relationship with their culturally diverse trainees. Many of these behaviours and strategies exemplify standard practices of good teaching, and others are specific to working with students from diverse cultures. A number of these behaviours and strategies are listed below.
- 32. 31 TASK 3.7 SUMMARIZE Readan online article at https://www.teachervision.com/teaching-methods/resource/6039.html?page=2 to find out more about trainers behaviours in a diverse classroom. Which strategy do you find most challenging to adopt and adapt to when conducting trainings? Why? How to implement it in your training?. Post your answers in group’s padlet and discuss. TASK 3.8 VIDEO REFLECTION The video explains some ideas to adopt in teaching to a diverse group of students. Watch the video and summarize the content. Share your summary with your next neighbour. Focus on the ways students learn and observe students to identify their task orientations Instructional strategies Appreciate and accommodate the similarities and differences among the students’ cultures Teach students to match their behaviours to the setting Built relationships with students
- 33. 32 http://www.youtube.com/watch?v=gUAeS2xtgMk END OF TOPICSELF-ASSESSMENT Refer to http://www.schreyerinstitute.psu.edu/pdf/DiversityChecklist.pdf for DIVERSITY CHECKLIST: GUIDELINES FOR COURSE PLANNING. The checklist discusses issues to keep in mind when designing and leading a course. Go through the list and identify THREE (3) possible issues a trainer may face with their trainees. Provide TWO (2) suggestions/ways to deal with the issue. Post the issues and suggestions on group’s padlet. TOPIC SUMMARY Unit Three has covered the following: a) Definition of ‘diversity’ b) Characteristics of diversity using Gardenswartz & Rowe’s (1994) Four Layers of Diversity Model c) Learning styles in a diverse classroom (Auditory, Visual and Kinaesthetic) d) Strategies for working with diverse learners e) Trainers behaviours in a diverse classroom
- 34. 33 REFERENCES & FURTHERREADINGS 1. Tileston, D.W. (2005). What Every Teacher Should Know About Diverse Learners. Corwin Press: California 2. Gardenswartz, L., Cherbosque, J., & Rowe, A. (2008). Emotional Intelligence and Diversity. A Model for Differences in the Workplace. Journal of Psychological Issues in Organizational Culture, Volume 1, Number 1, 2010 © 2010 Bridgepoint Education, Inc. and Wiley Periodicals, Inc. Published online in Wiley InterScience (www.interscience.wiley.com) • DOI: 10.1002/jpoc.20002 3. Responding To Diversity In The Classroom Through Curriculum And Assessment Policy Statements. www.education.gov.za / www.thutong.doe.gov.za/InclusiveEducation 4. Diverse Learners in Mainstream Classroom. Strategies for Supporting ALL Students Across Content Areas. Yvonnes S. Freeman, David E. Freeman & Reynaldo Ramirez. 2008. Heinemann, Portsmouth,NH http://www.heinemann.com/shared/onlineresources%5CE01313%5CFreeman01313Sample.pdf 5. Supporting Linguistically and Culturally Diverse Learners in English Education http://www.ncte.org/cee/positions/diverselearnersinee 6. http://dwashingtonllc.com/images/pdf/publications/the_concept_of_diversity.pdf 7. http://www.oakwoodcourt.ac.uk/equdisc/index.php?option=com_content&view=article&id=8& Itemid=29 8. https://www.teachervision.com/teaching-methods/resource/6039.html
- 35. 34 This topic willenable you to discuss on the similarities and differences between a teacher and a trainer as well as preparing you to create relevant and engaging activities for adult learners. At the end of this topic, you will be able to: 3. Differentiate the role of a teacher from a trainer 4. Create engaging activities for the learners TASK 4.1 THINK-PAIR-SHARE Before we start, let’s have a look at the diagram below: Go to: http://www.polleverywhere.com/multiple_choice_polls/0LM4iWRh3ctx7yw and cast your votes! Now, in pairs, discuss the similarities and differences between the roles of a teacher and the roles of a trainer. Share your answers on the group’s padlet. PROVIDING ENGAGING AND ACTIVE LEARNING FACILITATION THROUGH LEARNERS' DIVERSITY UNIT 4
- 36. 35 TRAINING ADULT LEARNERS Intraining adult learners, there are two methods that you may use in your training: Now, recall ONE GOOD TRAINING SESSION that you have had. Think of the activities that the trainer used. Which method does it fit into? Share your answers in the group’s padlet. CREATING ACTIVITIES FOR YOUR LEARNERS After selecting the method that will direct your training session with the learners, the diagram below exemplifies the process that you will go through in planning your training session. TRAINER CENTRED - Trainer controls the classroom - Knowledge construction heavily rely on the trainer's input - Sample of activities: Talk, explanation, demonstration LEARNER CENTRED - Learners actively construct knowledge -Trainer coaches the learners -Sample of activities: Simulation, role-play, discussion, discovery learning, games
- 37. 36 From the earlierunits, could you think of the considerations that a trainer needs to take when he goes through the process above? Try to fill in the call-outs with suitable answers. PLANNING YOUR TRAINING SESSION Given a random group to be trained often leads to having a diverse group of learners. Even if the employer tries to categorize the learners in any way possible, there will still be mass variation in terms of learner diversity as discussed in Topic 3. Thus, the planning stage is crucial to ensure that engaging activities will be provided to the learners. PLAN CONDUCTREFLECT ? ? ?
- 38. 37 How do youanswer these questions? The key here is to be as creative as you can! TASK 4.2 BRAINSTORM 1. Brainstorm on the possible seating arrangements for these activities: PLANNING CLASSROOM MANAGEMENT PEDAGOGY HOW AM I GOING TO ARRANGE THEIR SEATS? HOW AM I GOING TO GROUP THEM UP? HOW AM I GOING TO PROVIDE INPUT FOR THE LESSON? HOW AM I GOING TO GET THEM TO COMPLETE THE TASKS?
- 39. 38 2. Do youremember how your teachers used to group you up in schools? How do you find it? Well, in training adults, if the same method is used, nothing new is brought to the table. What are some fun and creative ways you can use to group your trainees? PLANNING YOUR DELIVERY APPROACH In this modern world of technology, the input does not necessarily have to come from the teacher, as exemplified in the chart below: VIDEO EDITING DISCUSSION SIMULATION TALK
- 40. 39 TASK 4.3 SELF-REFLECTION Reflecton one of the worst trainings you attended. How was the input delivered to you? If you are given the chance, how would you provide input to your learners/trainees? Be specific in giving your answers in detailing the steps that you will take. Share your answers in the group padlet. IN-CLASS GAMES Just because your trainees are adult learners, that does not mean they should not have some fun! There are many fun games that can be incorporated in your training sessions, especially in getting them to accomplish a task. TASK 4.4 VIDEO REFLECTION Watch this video and answer the following questions. INPUT TV INTERNET RADIO FRIEND FAMILY
- 41. 40 http://www.youtube.com/watch?v=wam5PscoSjU: 1) How arethe students’ attitudes? 2) How can the same game be adapted in your field of training? 3) Are there any other game options that you can introduce in your training? Share your answers in the group padlet. INTERACTIVE LECTURE (TRAINING) FORMAT The following link provides 36 types of interactive lecture (training) format. TASK 4.5 THINK-PAIR-SHARE Identify THREE (3) types of interactive lecture (training) format which you like and provide THREE (3) reasons why. Share your thoughts with your neighbour. http://www.thiagi.com/interactive-lectures.html
- 42. 41 END OF TOPICSELF-ASSESSMENT Choose a potential topic that you might be asked to train your colleagues. Using the knowledge that you have gained from this topic, create: 1) Suitable seating arrangements based on your activities 2) A grouping activity 3) A way to provide input 4) Method on getting the students to accomplish tasks Share your activities with your friends! TOPIC SUMMARY Unit Four has covered the following: a) Differences and similarities between a teacher and a trainer b) Creating engaging activities for the learners c) Choosing suitable interactive lecture (training) format REFERENCES & FURTHER READINGS 1. Corder, N. (2008). Learning to Teach Adults: An Introduction. Routledge: New York. 2. Minton, D. (1991). Teaching Skills in Further and Adult Education. Macmillan: London. 1. Tileston, D. W. (2004). What Every Teacher Should Know About Diverse Learners. Corwin Press: California 2. http://etc.usf.edu/broward/mod4/module4.html 3. http://od.msue.msu.edu/uploads/files/PD/Facilitating_Adult_Learning.pdf
- 43. 42 This topic willenable you to assess yourself as a trainer. In particular, this topic will introduce to you the concept of ‘reflective practice’ and later provide tools to gauge your effectiveness. At the end of this topic, you will be able to: 4. Identify the indicators of effective training 5. Apply the concept of ‘reflective practice’ 6. Use relevant tools to assess yourself as a Trainer TASK 5.1 VIDEO REFLECTION Watch the video and identify the FOUR (4) aspects emphasized by the speaker. Do you agree? Share your thoughts. UNIT 5 ASSESSING YOUR TRAINING PERFORMANCE
- 44. 43 http://www.youtube.com/watch?v=JRY-8w2hR5M INDICATORS OF EFFECTIVETRAINING The first thing trainers need to ensure before assessing the performance of their training is to identify the indicators of good training. The first video has highlighted four aspects: Trainer needs to a) have the knowledge, b) know how to pass that knowledge c) know how deliver interestingly, and d) know how to ‘make it’ TASK 5.2 SUMMARIZE The following video further suggests a few basic things any trainer needs to do and have to ensure effective training. Watch the video and summarize the content. Later, share your summary with your neighbour.
- 45. 44 http://www.youtube.com/watch?v=qgbc-uCSRaw REFLECTION TASK 5.3 SELF-REFLECTION Reflecton the following quotation from Dewey. Share your thoughts in the group’s padlet. “ Genuine freedom, in short, is intellectual; it rests in the trained power of thought, in ability to ‘turn things over’ to look at matters deliberately, to judge whether the amount and kind of evidence requisite for decision at hand, and if not, to tell where and how to seek such evidence.” Dewey,J. (1997). How we think. Dover Publications.pp 66-7
- 46. 45 The importance ofreflection is best said by Martin Luther King: Reflection happens when; An individual: a) recalls prior experience, b) thinks and rethinks, c) reconsiders & d) forms an evaluation TASK 5.4 GROUP DISCUSSION There are several types of reflection. Look at the diagram below. In groups of four or five, determine examples of each type of reflection. Share your responses in the group’s padlet.
- 47. 46 REFLECTIVE PRACTICE In ensuringlearning development, a trainer needs to also practice ‘reflective teaching’. Reflection-in- action is a common strategy done by an effective trainer while the training session is taking place. The act of reflecting in action enables the trainer to adapt his/her strategies to meet the immediate learning needs of his trainees. FOR ACTION (BEFORE) IN ACTION (DURING) ON ACTION (AFTER) TYPES OF REFLECTION:
- 48. 47 TASK 5.5 SUMMARIZE Readthe following article. In your own words; 1) What is reflective practice? 2) Why is it important? http://www.teachingenglish.org.uk/article/reflective-teaching-exploring-our-own-classroom-practice Share your responses in the group’s padlet. TASK 5.6 SELF-ASSESSMENT A trainer’s effectiveness is indicated by several broad aspects. The following is a sample of a trainer evaluation form. Read through the sample evaluation form and identify the aspects which determine the items in the evaluation form. www.aici.org/resource/resmgr/.../5-28-13_trainer_self_evalua.docx
- 49. 48 TASK 5.6 GROUPDISCUSSION The constructs you have identified are examples of the indicators of effective training. Working in groups of four or five, list the aspects identified and post it in the group’s padlet. END OF TOPIC SELF-ASSESSMENT The following website directs you to an inventory which gauges your level of readiness as a trainer. The inventory is called ‘e-SPARK’. Complete the inventory to know more about yourself as a trainer. www.e-spark.com.mx Another v y h h y p ‘Th I Q RRI’ C p about yourself as a trainer. The InQURRI
- 50. 49 TOPIC SUMMARY Unit Fivehas covered the following: a) Indicators of effective training b) The concept of ‘reflective practice’ c) Tools to gauge trainers’ performance REFERENCES & FURTHER READINGS 1. Burke, M.A. (2006). Reflection on practice: a study of five choral educators’ reflective journey. Applications of research in Music Education, 5(1). http://search.ebscohost.com, retrieved on 7 March 2007. 2. Dewey,J. (1997). How we think. Dover Publications. 3. Faizah, A.M. (2008). Tracing Decision-making from Reflective Journals: A Case Study of Pre- service Teachers in Kabilan, M. K. & Vethamani, M. E. (Ed). Qualitative Studies on English Language Teacher Development. Kuala Lumpur: Sasbadi-MELTA. 4. Self-reflection: How to do it right. http://www.myrkothum.com/self-reflection-how-to-do-it- right/ 5. The Role of Self-Reflection, Emotional Management of Feedback, and Self-Regulation Processes in Self-Directed Leadership Development. http://hrd.sagepub.com/content/11/2/203.abstract 6. The Value of Self-Reflection - Any Time Of Year, It's Important To Self-Reflect. http://k6educators.about.com/od/professionaldevelopment/a/self_reflection.htm
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