HOW TO ENSURE QUALITATIVE HOW TO ENSURE QUALITATIVE LIFELONG LEARNINGLIFELONG LEARNING

FOR DIFFERENT AGE GROUPSFOR DIFFERENT AGE GROUPS

3st project meeting in Zollino3st project meeting in ZollinoAugust 26-30, 2013August 26-30, 2013

““HOW TO IMPROVEHOW TO IMPROVE THE TEACHING METHODS” THE TEACHING METHODS”

IMPROVING TEACHING IMPROVING TEACHING METHODSMETHODS

WHO IS THE ADULT WHO IS THE ADULT

Adult, adulthood, educability in Adult, adulthood, educability in life. life.

Attention Attention to the psychological steps of to the psychological steps of

ageage

EDUCATIONAL MODELS EDUCATIONAL MODELS

PedagogicalPedagogical Andragogic Andragogic TechnologicalTechnological

Socio-educational Socio-educational

EDUCATIONAL OBJECTIVES AND EDUCATIONAL OBJECTIVES AND TEACHING:TEACHING:

• The learning will be significant if • The learning will be significant if the the topic is perceived as relevant to topic is perceived as relevant to personal purposes. personal purposes.• Doing you learn.• Doing you learn.• Accountability facilitates • Accountability facilitates learning.learning.

• • Learning acquired independently Learning acquired independently is is the most profound and long- the most profound and long-lasting lasting because it involves feelings and because it involves feelings and intellect, that is, the whole intellect, that is, the whole personality personality..

• • Facilitating self-criticism and Facilitating self-criticism and self-self- evaluation is facilitated evaluation is facilitated creativity. creativity.

•

• • In the historical context is more In the historical context is more

useful learning processes rather useful learning processes rather

than simple notions, to facilitate than simple notions, to facilitate

change and adaptation to any change and adaptation to any new circumstances in life.new circumstances in life.

PRINCIPLES OF TEACHINGPRINCIPLES OF TEACHING1. It’s necessary that students know 1. It’s necessary that students know and and subscribe to the aims of the course. subscribe to the aims of the course.2. Students should be in a position to 2. Students should be in a position to want want to learn. to learn.3. In the situation of learning the 3. In the situation of learning the climate climate should be friendly and informal. should be friendly and informal.4. The physical conditions should be 4. The physical conditions should be favorable. favorable.

5. Students should actively participate 5. Students should actively participate and and agree to assume part of the agree to assume part of the responsibility of the learning responsibility of the learning process.process.6. Learning should be related to 6. Learning should be related to students students using its experiences. using its experiences.7. The teacher should know the 7. The teacher should know the subject subject taught. taught.8. The teacher should be enthusiastic 8. The teacher should be enthusiastic about about his subject and the fact to teach it. his subject and the fact to teach it.

9. Students should be able to learn at their 9. Students should be able to learn at their own own pace. pace.10. Each student should be aware of their 10. Each student should be aware of their progress and in a position to feel a progress and in a position to feel a sense of sense of accomplishment. accomplishment.11. The methods of education should be 11. The methods of education should be changed. changed.12. The teacher should feel a sense of 12. The teacher should feel a sense of growth.growth.13. The teacher should have a flexible 13. The teacher should have a flexible schedule schedule for the course. for the course.

THE ANDRAGOCIC METHOD THE ANDRAGOCIC METHOD

METHODOLOGICAL APPROACHESMETHODOLOGICAL APPROACHES - - Psychosocial approach: when the Psychosocial approach: when the goal is goal is the improvement of the individual the improvement of the individual through the improvement of through the improvement of communication skills between the communication skills between the individual and the group. individual and the group.- - Clinical approach: it is born from the Clinical approach: it is born from the application of psychoanalytic models application of psychoanalytic models to to the group rather than the individual. the group rather than the individual.

METHODOLOGICAL APPROACHESMETHODOLOGICAL APPROACHES - Organizational Development Approach: the - Organizational Development Approach: the trainer trainer works directly in the workplace, works on the works directly in the workplace, works on the diagnosis of the problems of the company and diagnosis of the problems of the company and the the individual support for management by acting on individual support for management by acting on the the groups, the relationships between groups and groups, the relationships between groups and tasks.tasks.- - Organizational learning approach: based on Organizational learning approach: based on reading reading environment, that is the cultural and environment, that is the cultural and organizational organizational contexts. Moves from eco-psychological theories contexts. Moves from eco-psychological theories of of Bateson. Bateson.

OBSTACLES TO OVERCOME OBSTACLES TO OVERCOME

THE ROLE OF THE FACILITATOR THE ROLE OF THE FACILITATOR TEACHER TEACHER     The learner feels the need to learn.The learner feels the need to learn.1. The teacher presents students with new possibilities for 1. The teacher presents students with new possibilities for self-self- realization. realization.2. The teacher helps each student to clarify their 2. The teacher helps each student to clarify their aspirations to aspirations to improve his behavior. improve his behavior.3. The teacher helps each student to diagnose the gap 3. The teacher helps each student to diagnose the gap between between his aspirations and his current level of performance. his aspirations and his current level of performance.4. The teacher helps students to identify the problems 4. The teacher helps students to identify the problems they they encounter in daily life due to gaps in their preparation. encounter in daily life due to gaps in their preparation.

The learning environment is characterized by material The learning environment is characterized by material comfort, mutual trust and respect, willingness to help comfort, mutual trust and respect, willingness to help each other, freedom of expression and acceptance of each other, freedom of expression and acceptance of differences. differences. 5. The teacher prepares the material conditions (with 5. The teacher prepares the material conditions (with regard to regard to the seats, smoke, temperature, ventilation, lighting, the seats, smoke, temperature, ventilation, lighting, decoration decoration environment) comfortable and conducive to interaction environment) comfortable and conducive to interaction (preferably anyone to sit behind another ). (preferably anyone to sit behind another ).6. The teacher accepts each student as a person of value 6. The teacher accepts each student as a person of value and and respects his feelings and his ideas. respects his feelings and his ideas.7. The teacher tries to encourage the establishment of 7. The teacher tries to encourage the establishment of relations of relations of trust and mutual aid among students by encouraging trust and mutual aid among students by encouraging cooperation activities and refraining from foster cooperation activities and refraining from foster competitiveness and the tendency to make judgments. competitiveness and the tendency to make judgments. 8. The teacher expresses his feelings and contributes its  8. The teacher expresses his feelings and contributes its resources to the joint research, as a learner among resources to the joint research, as a learner among others.others.

  

THE ROLE OF THE FACILITATOR THE ROLE OF THE FACILITATOR TEACHER TEACHER     The learners perceive the goals of a learning The learners perceive the goals of a learning experience as their own. experience as their own.9. The teacher engages students in a common process of 9. The teacher engages students in a common process of formulation of learning objectives that are taken into formulation of learning objectives that are taken into account account the needs of students, the institution, the teacher, the the needs of students, the institution, the teacher, the subject subject and society. and society.  

THE ROLE OF THE FACILITATOR THE ROLE OF THE FACILITATOR TEACHER TEACHER     The learners perceive the goals of a learning The learners perceive the goals of a learning experience as their own. experience as their own.9. The teacher engages students in a common process of 9. The teacher engages students in a common process of formulation of learning objectives that are taken into formulation of learning objectives that are taken into account account the needs of students, the institution, the teacher, the the needs of students, the institution, the teacher, the subject subject and society. and society.  

THE ROLE OF THE FACILITATOR THE ROLE OF THE FACILITATOR TEACHER TEACHER     The learners perceive the goals of a learning The learners perceive the goals of a learning experience as their own. experience as their own.9. The teacher engages students in a common process of 9. The teacher engages students in a common process of formulation of learning objectives that are taken into formulation of learning objectives that are taken into account account the needs of students, the institution, the teacher, the the needs of students, the institution, the teacher, the subject subject and society. and society.  

THE ROLE OF THE FACILITATOR THE ROLE OF THE FACILITATOR TEACHER TEACHER     Learners are willing to share the responsibility Learners are willing to share the responsibility to to design and implement a learning experience, design and implement a learning experience, and and therefore feel committed to it. therefore feel committed to it.10. The teacher communicates his thoughts on 10. The teacher communicates his thoughts on the the options available for the design of learning options available for the design of learning experiences and for the selection of materials experiences and for the selection of materials and and methods and involves students in joint methods and involves students in joint decisions decisions about these options. about these options.

  

  

THE ROLE OF THE FACILITATOR THE ROLE OF THE FACILITATOR TEACHER TEACHER     Learners participate actively in the learning Learners participate actively in the learning process.process.11. The teacher helps students to organize 11. The teacher helps students to organize themselves themselves (design groups, team teaching-learning, self- (design groups, team teaching-learning, self-study, study, etc..) To share the common responsibility in etc..) To share the common responsibility in the the process of research. process of research.

  

  

The learning process is related to the experience The learning process is related to the experience of learners and uses it.of learners and uses it.12. The teacher helps students to use their own 12. The teacher helps students to use their own experiences as resources for learning through experiences as resources for learning through the the use of techniques such as discussion, role use of techniques such as discussion, role playing, playing, the case method, etc.. the case method, etc..13. The teacher presents its resources gradually, 13. The teacher presents its resources gradually, adapting them to the level of experience of its adapting them to the level of experience of its students. students.14. The teacher helps students to apply their new 14. The teacher helps students to apply their new

knowledge to their experience, thus making knowledge to their experience, thus making them them more meaningful and integrated. more meaningful and integrated.  

  

  

Learners feel that they are progressing toward Learners feel that they are progressing toward their goals.their goals.  15. The teacher engages students in the 15. The teacher engages students in the formulation of criteria acceptable to all, on the formulation of criteria acceptable to all, on the basis against which to measure progress towards basis against which to measure progress towards the learning goals.the learning goals.16. The teacher helps students to develop and 16. The teacher helps students to develop and implement procedures for self-assessment implement procedures for self-assessment according to these criteria.according to these criteria.

  

  

  

  

CERTIFICATION CERTIFICATION

IMPROVING TEACHING IMPROVING TEACHING METHODSMETHODS

IMPROVING TEACHING IMPROVING TEACHING METHODSMETHODS

DOMANDE?DOMANDE?

SUGGERIMENTI?SUGGERIMENTI?

PROPOSTE?PROPOSTE?