4 tier program spanning : October 2010 – April 2011

Effective Delivery and Assessment Strategies for Diverse Learner Groups

Welcome & opening address

Program overview:

Four workshops scheduled between October 2010 – April 2011

electronic & mobile learning guidance

Mentor framework

Individual project plan

Program structure:

Ice - breaker

What is diversity?

22nd October 2010

Methodologies & Principles

Training techniques

Informal learning

Learning environments

Activity Understanding diverse learners learning

styles and characteristics

Logical Learners

Logical thinkerOrganised

Follows a planFollow direction

Works independently

Precise, thorough, carefulEnjoys reading & research Expects teacher to know

the content, to present current well researched &

referenced material

Imaginative learners

Concrete thinkersLike to take time to reflect

Need time to consider before making decisions

Believe in their own experience

Are team orientedAre good listeners

Think alone first, then with a group

Are aware of the emotions in the group and work to create

harmony

Enthusiastic learners

Enthusiastic

Passionate

Dynamic

Comfortable with others

Good Starter

Jumps right in

Impulsive

Creative

Practical Learners

Problem solversLike to do things and get

resultsAbstract thinkersDecision makers

Take action on tasks

Like to be in control of the situation

Hard workers

ActivityKnowing your preferred learning style – respond to the following questions

As a learner DISLIKELIKE

As a Trainer My learning style influences how I ….. ?

COFFEE BREAK

13

Methodologies and principles

What stops learners from learning?

15

• What fears do they have?

• What personal issues might they have?

• What previous experience might they have that make them worried about being in a learning situation?

• What beliefs about themselves might prevent them from being able to relax and engage in a learning situation?

• What beliefs about the learning or the trainer might prevent them from getting involved?

What can you do to help?

“A mind stretched to a new idea never returns to its original dimension “ Oliver Wendell Holmes

Training techniques to optimise learner integration and application

Informal learning -Jenni Miles

‘informal learning is largely invisible, because much of it is taken for granted or not recognised as learning; thus respondents lack awareness of their own learning.’

Eraut, M. (2004). Informal learning in the workplace. Studies in Continuing Education, 26(2), 247 -273.

Why identify informal learning?

• Provide a starting point through:

Developing a learning stance or persona – an identity as a learner

Negotiating a learning and/or development pathway

• Improve learner motivation

• Promote the value of learning and lifelong learning

• Promote access to qualifications for all

• Reduce the cost of education and training

• Improve the status of non accredited programs

Competency (deficit) model

19

Informal learning (strengths based) model VS

Stories of informal

learners …

You as an informal learner

In pairs or table groups, discuss the ‘stories’ of yourselves as informal learners.

Consider:• What?• When?• Why?• How?

What do we know about how adults learn?

People learn best when they need to know something to achieve a goal

The moment of need:• When we first encounter a task

• When the task changes

• When an obstacle arises or something goes wrong

• When wanting to learn more

Informal learning will occur when there is…

• a need

• an opportunity to learn

• a motivation

Informal learning may be characterised as …

• not highly conscious

• haphazard and influenced by chance

• an inductive process of reflection and action

• linked to others by social interaction

• primarily the responsibility of the learner

How do we learn?

Formal Learning

Course based learning in a recognised education provider, against learning outcomes or competencies, that are assessed and recorded

How do we learn?

Non Formal Learning

Engaging in non course-based learning activities, such as discussion groups or meetings and workshops, provided in response to interests and needs of individuals or groups

Taking part in non recognised but planned and structured programs, such as short courses

How do we learn?Informal Learning

Participating in work including paid employment, non-paid work, work experience, voluntary activities and engagement in community activities

Engaging in community projects and programs

Pursuing activities and interests as individuals or groups at home or in the community

Drawing out the stories of informal learning using a discussion based methodology

The questions are the key

Building capability …

... an all round human quality, an integration of

knowledge, skills, personal qualities & understanding

used appropriately and effectively

... not just in familiar and highly focused specialist

contexts, but also in response to new and

changing circumstances

... about potential … what the individual can achieve …Stephenson (1992)

You need only claim the events of your life to make yourself yours.

When you truly possess all you have been and done, which may take some time,

You are fierce with reality.

(85 year old) Florida Scott-Maxwell (1968)

COFFEE BREAK

31

Creating environments that allow learners to achieve outcomes

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Modelling Lead by example Be consistent

Using workplace simulated case studies Select or design the case carefully Plan the questions carefully

Using real time situations Must be well planned Must en-role players Must de-role players Be very careful with people’s emotions!

Closing the learning loop Making sure the learning is relevant!

Creating environments that allow learners to achieve outcomes (continued)

33

Managing different behaviours

34

Learner and Learning environments

Wrap up – Workshop 1

Methodologies & Principles

Training techniques & principles

Informal Learning

Learning environments

Mentoring, commitment & plans