workshop 1
DESCRIPTION
These slides cover the content of the 1st workshop for the program: Delivery and assessment strategies for diverse learner groups.TRANSCRIPT
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
32
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