Adult Learning Application

1. Adult Learning Application

2. Teacher • A person one who teach. • Merriam-Webster: Especially one whose occupation is to instruct. Synonyms:educationist [chiefly British], educator, instructor, pedagogue (alsopedagog), preceptor, schoolteacher. 2

3. Lecturer • Cambridge Dictionary Online: Lecturer is someone who teaches at a college or university.

4. Trainer • Trainer conducts training sessions by provide skills to the trainee. They come with the modules and training materials. 4

5. Coach • Coach also conducts a training session but he works in slightly different way. Typically, they train the individual. 5

6. Facilitator • Facilitator assists the training sessions to run more efficiently. 6

7. Speaker • Speaker to appear before the audience and delivered a speech, lecture, sermoun and tazkirah. The objective is to give awareness to the audience on the topic. Speaker does not conduct the training function, so the audience does not really learn skills. 7

8. Showmanship • Showmanship is one of the instruments used by speakers to deliver their speeches so effective. • In one perspective, good speaker is a good actor with special clothing, props, and acting style. • Good speakers may become celebrity. 8

9. Good trainer • Ainon Mohamad: A good trainer knows how to use the correct techniques to transfer skills to the trainee; has techniques in teaching techniques and skills in transferring the skills. They could be obtained byattending TOT/TTT and practice under the guidance of senior trainer. 9

10. Andragogy in training 1 • Andragogy can be applied to any form of adult learning and has been used extensively in the design of organizational training programs (management development). • Example: Knowles gave an example of the principles of andragogy applications in the design of personal computer training:

11. Andragogy in training 2 • The need to explain why something is taught (e.g., certain commands, functions, operations, etc.) • Instruction should be task-oriented instead of memorization - learning activities should be in the context in which the tasks performed.

12. Andragogy in training 3 • Instruction should take into account the various backgrounds of students; learning materials and activities should be tailored to the type / level of experience with computers is different. • Allow adults to learn on their own and from their mistakes.

13. Andragogy in training 4 Methods of learning (training) in the organisation (Yi, 2005): • Problem-Based Learning which seeks to increase problem-solving and critical thinking skills; • Cooperative Learning, which builds communication and interpersonal skills; and • Situated Learning, which targets specific technical skills that can be directly related to the field of work.

14. Principles in (adult) training 1 Terry Beresford (1980): Adults learn... • to satisfy adult needs, so that the consequences of learning provide personal as well as professional satisfaction. • from behavior, that is, from participating actively in the learning process rather than just listening. Giving positive reinforcement of desired behavior and correcting errors at the moment they occur is most effective in bringing about behavior change.

15. Principles in (adult) training 2 • with emotional impact, so that the material and the method of presentation catch interest, touch feelings, and stir creative, independent thought. • with relevance, so that the learning connects clearly and directly with tasks faced by the learner on the job or in life. • when mistakes are honored, since people learn a lot from mistakes and everyone makes some.

16. Principles in (adult) training 3 • with humor ‐‐ not silly stories or jokes, but a little lightness, amusement, and fun so that training is not grim business. • with illustration ‐‐ the more specific examples, pictures, diagrams, and demonstrations the better. (Adults learn what they need to learn and are able to learn. Trainers are people who allow and encourage that learning to take place by structuring time, space, and events, rather than by instructing others.)

17. Training (the adults) • Framework for Training (PDF). • Inductive vs. Deductive:

18. Ex. 1 Ex. 1 Ex. 3 Ex. 3 General Principle General Principle Ex. 2 Ex. 2

19. Adult Educator • Adult educator teaches a variety of subjects to adults in places such as community colleges, adult high schools, university extension programs, and prisons. They often work part-time. Some adult educators teach "distance-learning" classes. Instead of meeting face-to-face, they communicate with students long-distance, often over the Internet. • Ref: http://www.collegeboard.com/csearch/majors_careers/profiles/careers/106762.html

20. Principles for Adult Educator 1 • The students should understand the function and objective to study – why factor. Each lesson should be looked important to them. E.g.: Initiate the class with the question like “what will happen if we do not manage the account systematically?”

21. Principles for Adult Educator 2-1 • Respect their different learning styles: • Kolb’s learning styles: assimilators, convergers, accommodators (“hands-on” experiences) and divergers. • VAK learning styles: visual, auditory and kinesthetic, which has been used broadly by NLP practitioners. Test your VAK learning style at here.

22. Principles for Adult Educator 2-2 • Visual learners rely on pictures. They love graphs, diagrams, and illustrations. “Show me,” is their motto. They often sit in the front of the classroom to avoid visual obstructions and to watch you, the teacher. They want to know what the subject looks like. You can best communicate with them by providing handouts, writing on the white board, and using phrases like, “Do you see how this works?”

23. Principles for Adult Educator 2-3 • Auditory learners listen carefully to all sounds associated with the learning. “Tell me,” is their motto. They will pay close attention to the sound of your voice and all of its subtle messages, and they will actively participate in discussions. You can best communicate with them by speaking clearly, asking questions, and using phrases like, “How does that sound to you?”

24. Principles for Adult Educator 2-4 • Kinesthetic learners need to physically do something to understand it. Their motto is “Let me do it.” They trust their feelings and emotions about what they’re learning and how you’re teaching it. They want to actually touch what they’re learning. They are the ones who will get up and help you with role playing. You can best communicate with them by involving volunteers, allowing them to practice what they’re learning, and using phrases like, “How do you feel about that?”

25. Principles for Adult Educator 3 • Recognise their experience, and promote learning by experience (experiential learning) by organising small group discussions, experiments, role playing, building something at their table or desk, writing or drawing something specific – activity of any kind. Activities also keep people energized, especially activities that involve getting up and moving about.

26. Principles for Adult Educator 4 • Appear and teach when they are ready. No matter how hard a teacher tries, if the student isn’t ready to learn, chances are good he or she won’t. What does this mean for you as a teacher of adults? Luckily, your students are in your classroom because they want to be. They’ve already determined that the time is right. Besides that, give more pause or ‘take five’.

27. Principles for Adult Educator 5 • Encourage them. For most adults, being out of the classroom for even a few years can make going back to school intimidating, while some of them have classroom phobia. Nobody enjoys feeling foolish. Encourage them as adult not as children. Be patient because they are adults, however do not tolerate if they want easily free marks!