pcw_module 1.pptx
TRANSCRIPT
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PHILIPPINE COMMISSION ON WOMEN
October 13 15, 2010
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Course GoalBy the end of the course, participants are ableto effectively facilitate meetings, sessions,
etc. while utilizing professional presentationtechniques.
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Adult Learning Principles
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I hear and I forget. I see and I remember. I do and Iunderstand.
ConfuciusChinese philosopher & reformer (551 BC - 479 BC)
http://www.quotationspage.com/quotes/Confucius/http://www.quotationspage.com/quotes/Confucius/ -
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Learning Retention
ACS
10%
20%
30%
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How Students LearnTelling
70% recall after three hours and 10% recall after three days
Showing
72% recall after three hours and 20% recall after three days
Telling and Showing
85% recall after three hours and 65% recall after three days
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Learning Retention
50%
Say 70%
ACS
90%Do
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Adult Learning PrinciplesDefinitionsAndragogy- the art and science of helping adults learn.
Pedagogy- the art and science of helping children learn.
Adult Learner- a person more than 18 years old who seeks newskills or information and who exhibits self-direction andautonomy.
Self-direction- the opportunity for a person to determine theways in which she will learn.
Autonomy- achieving the state of self-directed learning and
independence.
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The Learner Continuum
Learner:ChildAdult
Teaching:Teacher-CenteredLearner-Centered
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Who are your learners?Demographic/generation
Learning styles
Learning preferences
Personality types
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How Can You Be An Effective Trainer?
When planning for instruction, did youconsider:
Motivation Reinforcement
Retention
Transference
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Four Aspects of Learning1. Motivation
Why do learners want to learn?
What are the barriers?
Is the level of difficulty appropriate?
2. Reinforcement
Feedback positive and negative
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Four Aspects of Learning
3. Retention Encourage practice and application
Explain relevance and purpose of
information
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Four Aspects of Learning
4. Transference
Positive and Negative (both are good!)
Association and similarity improvetransference
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Characteristics of Adult Learners
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Learning Characteristics1. Adults continuously grow and learn.
2. Adult learning is often self-initiated and
aimed at an immediate goal.3. Adults learn and process materials in a
variety of ways.
4. People have preferences in subjectmatter or skills.
5. Adults use only part of their intellectualpotential during their lives.
Characteristics of Adult Learners
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Experiential Characteristics
1. No adult is the same as any other adult because each has a unique
past and a unique perception of that past.2. An adults self-concept is the product of past experiences.
3. Through experiences and past decisions, adults narrow the
possibilities open to them in the future.
Characteristics of Adult Learners
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Physical Characteristics
1. The adult body enters a catabolic (breaking down)process.
2.Adults have habits.
Characteristics of Adult Learners
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Role and Relationship Characteristics1. Adults belong to many groups and play many roles during a
single day and during a lifetime.
2. The motivational needs of adults change in different roleswith different developmental tasks. These needs affectrelationships.
3. Adults have relationship preferences that influence theirsense of self and affect decisions and actions.
Characteristics of Adult Learners
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eLearning is chang
Learning is functionally defined as achange in behavior.
Change in knowledge is the mostcommon result of adult learning.
Acquiring new information andknowledge is part of everyday adultlife.
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eLearning is chang
Some adults seek out learningopportunities.
Learning is an individual process.
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Adults must want to learn
Adults choose to become inlearning activities.
Some programs requireparticipation.
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Adults must want to learn
Learning efficiency andachievement is correlated withpersonal motivation.
Identify factors in adult learning.
Develop a felt need forparticipants.
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Adults learn by doing
Adults learn best through directparticipation.
Plan programs that begin at theentry level.
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Adults learn by doing
Significant barriers to learning:
Low self-esteem
Unconfident in own abilities Fear of ridicule or failure
Organize activities that ensure
success.
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Focus on realistic problems
Knowledge and skills with immediateapplication.
Adults do not have time or patience tolearn irrelevant information.
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4. Focus on realistic problems
Use the inductive approach tolearning. Use realistic situations
Identify and define problem Propose alternative solutions
Develop conclusions
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Experience affects learning
Experience influences (+ or -) adult learning.Experience is a cumulative characteristic
Varies widely among adult groups
Participants sets of previous experiences
May be broad or lacking in scope
Adding new knowledge or skill is life dependent
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Experience affects learning
Recognize + and - affects.
Unlearning and relearning is necessary in
todays society.
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Foundation for Learning
Knowledge, Skills, and Experience Base
Your job may require you to fill in the blocks of
experience, knowledge, or skills for another adult.
I f l L i E i t
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Informal Learning Environments
Rules inhibit adult learners.
Full immersion in the
educational process.
Most adults accept behavioral
guidelines.
I f l L i E i t
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Informal Learning Environments
Refreshment breaks are a
necessity.
Scheduled breaks enhance thelearning process
Allows for interaction among allparticipants
Promotes informal and relaxeddiscussion
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Variety in teaching methods
Adults learn through their senses.
Multiple senses promote retentionrates.
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Variety in teaching methods
Trade-off between efficiencyand effectiveness.
Recognize this trade-off whenplanning programs.
Purpose of the program
Objectives of the program
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Guidance, not gradesAdults are individualistic inevaluating their achievements orperformance.
Avoid application of rigid
performance standards exceptwhen required by certification.
Adults benefit from
encouragement of theircapabilities as learners.
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Adult Learning Theory Adults
bring knowledge, skills, attitudes
bring experience
like to solve problems
like to apply what they learn to real situations
like to have choices
like to share in the setting learning objectives
have variety of learning styles/preferences
do best in an environment where they feel safe, accepted, and
respectedwant and need feedback
need to have their abilities and achievements honored
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A caring person is the best hope of peoplewho have few resources andface overwhelming circumstances.
A caring person offers possibilities provides
resources, and sustains hope.
YOU
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Caring for Adult Learners
You care for learners when you are warm, supportive, and
encouraging
take the learners concerns,anxieties,and aspirations seriously
regard the learner as an equal
are authentic as a person,acknowledging strengths and
weaknesses as appropriate
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What is a Good Teacher?
A good teacher is someone who:
Creates Connections
May Not Know Everything
We Remember
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Teachers Connect
Teachers create connections
between themselves and the learners
between learners and the material
between learners and the world
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Its Not How Much You KnowThe most important
elements in teaching are notcontent expertise and
technical skill.
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Instructor
preparation isessential to
success!
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The Teachers We Remember
MostThe teachers we remember most are thosewho invested themselves in their teaching,
who enjoyed what they were doing, and whocommunicated that excitement about thelearning to us.
are the Teachers Who Cared