certificate iii in retail 9august 2010 principles of adult learning 1
TRANSCRIPT
CERTIFICATE III IN RETAIL
9AUGUST 2010
Principles of Adult Learning1
Review previous lesson
Task analysis – complete this activity
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Choose topic
Write a task
analysis
Plan training
Learning Outcomes3
List the nine principles of adult learning
Discuss how the principles impact of the learner
Develop a list of ways to encourage learners to be actively involved in the learning process
Principles of Learning4
Small group exercise Think about your experiences as a student. Make a list of the things which helped you to learn
and those which hindered your learning
You many notice that some things listed relate to content (what was taught) and process (how it was taught). Both are crucial to effective to learning
What helped?
What hindered?
The nine principles‘RAMP 2 FAME’
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RecencyAppropriatenessMotivationPrimacy2-way communicationFeedbackActive LearningMulti-sense learningExercises - Practice
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The law of recency tells us that the things that are learned last are those best remembered.Keep each session as short as possibleSummarise key pointsKeep the participants fully aware of the
direction and progress
Recency
Appropriateness7
All training, information, training aids, case studies and other materials must be appropriate to the participants needsClearly identify a need for participants to
be taking part in the trainingUse descriptions, analogies, examples or
illustrations that the participants are familiar with
Motivation8
Participants must want to learn, they must be ready to learn and there must be some reason to learn. Not only does the participant
have to be motivated so does the trainer
Primacy9
Things participants learn first are usually learned best.
Keep sessions relatively short
Make the beginning of your sessions interesting and include key points
When showing participants how to do something, show them the right way first. This way they wont have to ‘unlearn’ it.
2-way communication10
The training process involves communication with the participants, not at them.
Allow for interactionMake sure your body language matches what
you are sayingOur session plan should have interaction
designed into it.
Feedback11
How do we encourage feedback?Encourage trainees to ask questionsAllow for review periodsDiscuss & correct errorsGive results of trainees work A.S.A.P.Help trainees to develop skills on feedbackWhat are the benefits of receiving feedback?Establishes rapportAssesses trainee’s comprehensionIdentifies trainees with special needs
Active Learning12
We learn by doing!Develop ways you can
encourage students to be actively involved (work in pairs)
Use practical exercises during instruction
Use plenty of questions during instruction
If at all possible get the participants to do what they are being instructed in
Multiple-sense learning13
83% through sight11% through hearing3.5% through smell1.5% through touch1% through taste
Exercise - Practice14
Things that are repeated are best remembered!The more trainees repeat something the more
likely they are to retain the informationThe participant must perform the exercise
themselvesAt the beginning of the session get trainees to
summarise the previous session
Practical – Small group activity
Select a topic you are familiar with and design a way you can get the trainee to practice.
Consider the way adults learn
What techniques will you use to sustain interest and facilitate learning
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