Train the Trainer 2

7/28/2019 Train the Trainer 2

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Principles and Conditions

for Learning

in

AdultEducation


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Helping RelationshipProcess which helps people help

themselves to learn and solve problems themselves.

LearningChanging behaviour is a positive

direction.

BehaviorActions pushed by attitudes, ideas, values,

skills and interests.

Principles and Conditions For Learning


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Positive DirectionDirections which enhance the

self, others and the community.

Goal of LearningTo enable individuals, groups of people and

communities to become more fully functioning,

effective and productive entities in society.

Principles and Conditions For Learning


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Principles of Learning

Principle No.

Learning is an experience which

occurs inside the learner and is

activated by the learner.


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Principle No.

Learning is the discovery of the

personal meaning and relevance of

ideas.

Principle No.

Learning (behavioral change) is a

consequence of experience.


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Principle No.

Learning is a cooperative and

collaborative process.

Principle No.

Learning is an evolutionary process.


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Principle No.

Learning is sometimes a painful process.

Principle No.

One of the richest resources for learning

is the learner himself.


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Principle No.

The process of learning is emotional as

well as intellectual.

Principle No.

The process of problem solving and

learning are highly unique and

individual.


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Condition No.

Learning is facilitated in an atmosphere

which encourages people to be active.

Condition No.

Learning is facilitated in an atmospherewhich promotes and facilitates the

individuals discovery of the personal

meaning of ideas.


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Condition No.


which emphasizes the uniquely personal and

subjective nature of learning.

Condition No.


which differences are good and desirable.


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Condition No.

Learning is facilitated in an atmosphere in

which consistently recognizes peoples right

to make mistakes.

Condition No.


which tolerates ambiguity.


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Condition No.


which evaluation is a cooperative process

with emphasis on self-evaluation.

Condition No.


which encourages openness of self rather

than concealment of self.


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Condition No.


which people are encouraged to trust in

themselves as well as in external source.

Condition No.


which people feel they aye respected.


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Condition No.


which people feel they are accepted.

Condition No.


where it permits confrontation.


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YouthfulLearner

Knowledge /

Subjectmatter

Lectureprinciplemethod

AUDIENCE

EMPHASIS

METHODOLOGY

Adult Learner

Competencies(knowledge,skills, values

andattitudes)

Experientialmethod

PEDAGOGY and ANDRAGOGY Differentiated:


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Application infuture

Internalizationoccurs outsidethe classroom

Internalizationdepends on

motivation ofthe student

INTERNALIZATION

DISCOVERRELEVANCE

ANDMEANING OF

IDEAS

Immediatespecific

application

Internalizationduring training

session

Motivationalissues

addressedduring the

taining session

PEDAGOGY and ANDRAGOGY Differentiated:


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Syllabus /learning

organized

aroundtopics

E

XPER

IENC

E

Designemphasizes

skillsdevelopmentand learningprocess

PEDAGOGY and ANDRAGOGY

Differentiated:


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1. Adults can diagnose their own needs.

2. Adults must want to learn.

3. Adults will learn only what they feel need

to learn.4. Adults have difference developmental

needs.

5. Adults learn by doing.


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6. Adult learning centers on problems, and the

problems must be realistic.7. Experience affects adult learning.

8. Adults learn best in an informal environment.

9. A variety of methods and techniques should beused in teaching adults.

10. Adults can evaluate their own progress

toward learning goals.


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Adults seek out learning experiences in orderto cope with specific life-change events.

The more life-change events an adultencounters, the more likely he is to seek

out learning opportunities.

The learning experiences adults seek

out on their own are directly related.


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Adults are generally willing to engage inlearning experiences before, after or even

during the actual life-change event.

Although adults have been found to

engage in learning for a variety of

reasons job advancement, pleasure,love of learning and so on it is equally

true that for most adults, learning is not

its own reward.


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Increasing or maintaining ones sense of

self-esteem and pleasure are strongsecondary motivators for engaging in

learning experiences.


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Adult learners tend to be less interested in,and enthralled by survey courses.

Adults need to be able to integrate new ideaswith what they already know if they are going

to keep-and-use the new information.

Information that conflicts sharply with what isalready held to be true, and thus forces a re-

evaluation of the old materials,, is integrated

more slowly.


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Information that has little conceptual

overlap with what is already known orwhat is entirely new is acquired slowly.

Fast-paced, complex or unusual learning

task interfere with the learning of the

concepts or data they are intended to

teach or illustrate.

Adults tend to compensate for being

slower in some psychomotor learning

tasks by being more accurate and making

fewer trial and error ventures.


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Adults tend to take errors personally, and

are more likely to let them affect theirself-esteem.

The curriculum designer must know

whether the concepts and ideas will be in

concert or conflict with learner and

organizational values.

Programs need to be designed to accept

view points from people in different life

stages and with different value set.


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A concept need to be anchored or

explained from more than one value set andappeal to more than one developmental life

stage.

Adults prefer self-directed and self-designed

learning projects 7 to 1 over group learning

experiences led by a professional.

Non-human media such as books,

programmed instructions and television

have become popular recent years.


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Regardless of media,

straightforward how-to is thepreferred content orientation.

Self-direction does not mean

isolation.


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The learning environment must bephysically and psychologically comfortable.

Adults have something real to lose in theclassroom situation.

Adults have expectations, and it is criticalto take time up front to clarify and

articulate all expectations before getting

into content.


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Adults bring a great deal of life experienceinto the classroom, an invaluable asset to

be acknowledged, tapped and used.

Trainers who have a tendency to hold for

rather than facilitate can hold that

tendency in checkor compensate or itby concentrating on the use of open-

ended questions to draw out relevant

trainee knowledge and experience.


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New knowledge has to be integrated withprevious knowledge: that means active

learner participation.

The key to the trainers role is CONTROL.

The trainer must protect minority opinion,

keep disagreements civil and unheated,

make connections between various

opinions and ideas, and keep reminding the

group of the variety of potential solutions to

the problem.


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Integration of new knowledge andskill requires transition time and

focused effort.

Learning and teaching theories

function better than a resource as aRosetta stone.

Documents

Train the Trainer 2