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Adult learning principles Planning a successful workshop

Adult learning principles Planning a successful workshop. Adult learning environments and processes. Key considerations: The facilitators’ role Physical and psychological factors Experiential and participative learning processes Self-directed learning and planning

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Adult learning principles Planning a successful workshop

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  1. Adult learning principlesPlanning a successful workshop

  2. Adult learning environmentsand processes Key considerations: • The facilitators’ role • Physical and psychological factors • Experiential and participative learning processes • Self-directed learning and planning • Curriculum development centred on real life problems • Individual differences • Reflection

  3. A good facilitator • has the necessary skills and expertise to facilitate the workshop • conveys genuine enthusiasm • understands the participants’ points of view • develops positive relationships between himself/herself and the participants, and the participants themselves • helps participants create personal meaning • helps participants move towards self-directed learning

  4. Active or passive approach? Teaching approaches may range from lectures through to a collaborative approach where meaning is constructed through participants’ dialogue and interactions. Designing a course that has a balance between passive and active learning is more likely to appeal to participants as everyone has different learning styles.

  5. The facilitator can… • discuss the principles and philosophy of educating for sustainability • develop suitable workshop objectives • link objectives to activities, resources and evaluation • respond to the workshop participants’ needs • create participatory, active and cooperative learning opportunities • encourage workshop participants to express views and take ‘ownership’ of the workshop • motivate workshop participants to overcome constraints

  6. Physical factors Key considerations: • Comfortable venue • Sufficient lighting and space • Suitable arrangement of furniture, equipment and other resources • Food and drink (if possible)

  7. Psychological factors Key considerations: • give an overview of the workshop at the beginning • negotiate length/times of breaks where possible • respect each participant as intelligent and experienced adults • encourage, support and value all responses • stimulate intellectual freedom • encourage experimentation and creativity

  8. Experiential andparticipatory learning • Presentation of new knowledge/theory • Sharing of personal experiences in relation to the new knowledge through discussion, writing or artwork • Assimilation/synthesis/reflection of new understandings • The development of a practical and useful end product

  9. Features of experiential learning • Techniques that draw on learners’ prior experiences and involve them in analysing their experiences • Learners’ participation, interaction and active dialogue

  10. Self-directed learningand planning Enables participants to become self-directed in the use of Teaching and Learning for a Sustainable Future. • Involves creating conditions so that participants: • can confidently set their own learning goals; • locate resources; and • decide on appropriate learning methods.

  11. A ‘real life’ curriculum • Focuses on real life problems and relevant issues • Focuses on topical and interesting issues • Is framed within a local context, without becoming parochial • Balances reflection on past experiences with using new information, strategies and activities

  12. Learning styles We use different areas of our brains to interpret and understand new concepts and information. Some of us prefer to: • interpret words (verbal/linguistic) • interpret pictures and symbols (visual/spatial) • respond to music (musical/rhythmic) • respond to movement (kinesthetic) • work alone( intrapersonal) • work with other people (interpersonal)

  13. Diversity among individuals should be celebrated within the curriculum and all workshop participants accepted as unique and capable individuals. Inclusive teaching can result in a power shift between facilitators and participants. Inclusion

  14. Reflection • Did you feel a sense of achievement? • Was the learning environment challenging but supportive? • Were there a variety of learning opportunities? • Were there positive outcomes? Will you be able to develop your own programmes based on TLSF? • Were there opportunities for feedback?

  15. Ongoing community of learners • Follow-up meeting • Learning Circles • Computer networking Continuing communication after the workshop will provide opportunities for people to talk about their experiences and share ideas about their training programs.

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