What is the difference between ttcf & Adult learners
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The document discusses the differences between teachers, trainers, facilitators, and coaches. It also discusses difficulties adult learners may face and principles of adult learning. Specifically, it states that a teacher transfers knowledge through lectures, a trainer transfers knowledge and practical experience through sessions and examples, a facilitator moderates sessions where knowledge is shared by participants, and a coach asks questions to extract ideas and decisions from others. It also lists shy behavior in groups, slow awareness of theory, weak listening/observation skills, and lack of self-confidence as difficulties adult learners may face, and notes adults learn best when subjects meet their needs, through doing and experiences, and by solving problems relevant to their lives.
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This document discusses different styles of learning, processing information, training methods, and learning styles. It identifies key learning styles like active vs reflective, sensing vs intuitive, visual vs verbal, sequential vs global. It notes that people learn in different ways and both trainers and learners should aim to incorporate a balance of styles to accommodate differences and overcome issues when styles don't align between trainer and learner. The goal is for organizations to reduce loss of potential employees by addressing mismatches in learning and teaching styles.
Relation between Discussion method and seminar method
This document compares and contrasts discussion and seminar methods of learning for post-graduate students. It defines discussion and seminar methods, outlines their stages and types, and lists their benefits and limitations. Both methods emphasize student participation, interaction, and development of critical thinking skills. However, discussions allow for more open exchange of ideas while seminars follow formal presentations. The document argues these methods are relevant for post-graduate students as they encourage dialogue, provide new perspectives, help develop ideas, and aid career networking.
Collaborative Learning.pptx
Collaborative learning is the educational approach of using groups to enhance learning through working together. Groups of two or more learners work together to solve problems, complete tasks, or learn new concepts.
Outside class learning
This presentation explores outside class learning (OCL) among university students. It aims to understand the nature and effectiveness of OCL, as well as challenges students face. Research questions ask about challenges of OCL and its impact on academic study. OCL is defined as learning relating to academics that occurs outside formal classes. It benefits learners by making subjects more vivid and interesting, and enhancing understanding. For students surveyed, OCL involves group learning, libraries, computers, and discussing with friends. While helpful for exams, some learn outside class due to personal preference. Students face challenges like a lack of structure and motivation from the informal environment. Overall, OCL allows students to learn in diverse settings and develop skills applicable to their education.
Styles of Learning
This document discusses different styles of learning, including how people process information (visually, logically, etc.) and their preferences (active vs reflective; sensing vs intuitive). It also addresses different training methods and how mismatches between a learner's style and trainer's methods can cause issues. However, using a balanced approach to instruction with various methods can help overcome conflicts and help all learners succeed. The key is for trainers to consider different learning styles rather than relying on only one method.
Classroom management
This document discusses several topics related to classroom management including:
1. What a disciplined classroom looks like and factors that contribute to an orderly classroom environment.
2. Actions teachers can take to promote discipline in their classroom such as lesson planning, developing interpersonal relationships, and motivating students.
3. Techniques for dealing with discipline problems including preventing issues, responding immediately but calmly when problems arise, and taking issues forward in a positive manner.
Educational theory for Anatomy
This document provides an overview of several educational theories. It introduces theories related to adult learning like andragogy, which focuses on adults being self-directed learners. Social cognitive theory emphasizes learning through observation and modeling behaviors. Deep, surface, and strategic learning styles are covered as well as experiential and situated learning. Reflective practice and transformative learning are also discussed as ways to connect theory to real-world application. The document aims to explain how educational theories can provide frameworks for understanding learning and inform teaching practices.
Learning & Types of Learners in Study Skills.pdf
This document discusses types of learners and their characteristics. It identifies 8 main types of learners: linguistic, naturalist, musical, kinesthetic, visual, logical-mathematical, interpersonal, and intrapersonal. Each type is defined and their key characteristics are provided. The document also discusses how identifying one's preferred learning style can help one determine the best learning environment and explains how technology can enhance learning if used appropriately for different styles.
Modern learning curriculum
This document discusses modernizing the curriculum for teaching writing at Rutherford Primary School. It advocates for student-centered learning and assessment for learning principles. Key points include:
- Encouraging collaboration, risk-taking, and integrating different approaches like peer assessment and e-learning.
- Using assessment tools like e-asTTle to identify 64 students below writing standards to provide targeted support.
- Brainstorming solutions like cross-school collaboration, mixed-ability groupings, research partnerships, and reconfiguring learning spaces to better meet student needs.
- Taking an inquiry approach and reflecting on practices to continually improve teaching and learning.
Modern learning curriculum
This document discusses modernizing the curriculum for teaching writing at Rutherford Primary School. It advocates for student-centered learning and assessment for learning principles. Key points include:
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- Using assessment tools like e-asTTle to identify 64 students below writing standards to provide targeted support.
- Brainstorming solutions like cross-school collaboration, research partnerships, and reconfiguring learning spaces to meet all students' needs.
- The document argues that changing external factors like national standards and research on best practices require wholesale changes to practices with a focus on student achievement and well-being.
Learning Styles - Training for trainers - LeadFarmProject
1) The document discusses different theories and concepts related to training, education, and adult learning. It addresses pedagogy versus andragogy, the five principles of andragogy, Kolb's experiential learning cycle, and Honey and Mumford's four learning styles.
2) The trainer's role is to help make learning voluntary, break topics into manageable parts, relate topics to jobs or existing knowledge, and ask questions to promote feedback. Trainers should understand different learning styles and motivation factors.
3) Motivation to learn involves curiosity, self-efficacy, attitudes, needs according to Maslow's hierarchy, competence, and external motivators like incentives. The environment, readiness to learn, and
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What is the difference between ttcf & Adult learners
- 2. 1.What is the Difference Between • Teacher • Trainer • Facilitator • Coach 2. Adult Learners
- 3. What is the Difference Between
- 4. Someone who has a sum of knowledge, concepts and theories that he/she transfers via Lecturing Method to a group of Participants. E.g.- School Teacher College Teacher
- 5. Someone who has knowledge and practical experience in a specific topic that he/she transfers via sessions, exercises, case studies, examples along with presentations.
- 6. Someone who has the skills to moderate and run sessions, exercises, discussions and work groups where knowledge is shared by and extracted from the participants themselves.
- 7. Someone who has the skills and know how of asking the right questions to people to extract ideas, concerns and decisions from them. So the coach actually works through the other person to get results rather than show them the way or guide them into a solution.
- 10. Difficulties for Adult Learners Adults face specific difficulties when learning. These include the following: 1. Their knowledge may not be systematic. 2. They may be shy in group situations. 3. Their awareness may be slow and they may be afraid of learning theory. 4. Their listening and observation skills may be weak. 5. They may lack self-confidence and want to avoid making mistakes.
- 11. Adult Learning Principles 1. Adults learn best if the subject meets their needs. 2. Adults learn best by doing. 3. Adults learn through experiences. When learning, adults bring along their own experiences. 4. Adults learn by solving the problems relevant to their lives. 5. Adults can easily adapt to different teaching methods.