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HOW TO ENSURE QUALITATIVE LIFELONG LEARNING FOR DIFFERENT AGE GROUPS 3st project meeting in Zollino August 26-30, 2013. “How to improve the teaching methods”. IMPROVING TEACHING METHODS. WHO IS THE ADULT Adult , adulthood, educability in life. Attention to the psychological steps of age.
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HOW TO ENSURE QUALITATIVE LIFELONG LEARNINGFOR DIFFERENT AGE GROUPS3st project meeting in ZollinoAugust 26-30, 2013
WHO IS THE ADULT Adult, adulthood, educability in life. Attention to the psychological steps of age
EDUCATIONAL MODELS PedagogicalAndragogicTechnological Socio-educational
EDUCATIONAL OBJECTIVES AND TEACHING:• The learning will be significant if the topic is perceived as relevant to personal purposes.• Doing you learn.• Accountability facilitates learning.
• Learning acquired independently is the most profound and long-lasting because it involves feelings and intellect, that is, the whole personality. • Facilitating self-criticism and self- evaluation is facilitated creativity.
• In the historical context is more useful learning processes rather than simple notions, to facilitate change and adaptation to any new circumstances in life.
PRINCIPLES OF TEACHING1. It’s necessary that students know and subscribe to the aims of the course.2. Students should be in a position to want to learn.3. In the situation of learning the climate should be friendly and informal.4. The physical conditions should be favorable.
5. Students should actively participate and agree to assume part of the responsibility of the learning process.6. Learning should be related to students using its experiences.7. The teacher should know the subject taught.8. The teacher should be enthusiastic about his subject and the fact to teach it.
9. Students should be able to learn at their own pace.10. Each student should be aware of their progress and in a position to feel a sense of accomplishment.11. The methods of education should be changed.12. The teacher should feel a sense of growth.13. The teacher should have a flexible schedule for the course.
METHODOLOGICAL APPROACHES - Psychosocial approach: when the goal is the improvement of the individual through the improvement of communication skills between the individual and the group.- Clinical approach: it is born from the application of psychoanalytic models to the group rather than the individual.
METHODOLOGICAL APPROACHES - Organizational Development Approach: the trainer works directly in the workplace, works on the diagnosis of the problems of the company and the individual support for management by acting on the groups, the relationships between groups and tasks.- Organizational learning approach: based on reading environment, that is the cultural and organizational contexts. Moves from eco-psychological theories of Bateson.
THE ROLE OF THE FACILITATOR TEACHER The learner feels the need to learn.1. The teacher presents students with new possibilities for self- realization.2. The teacher helps each student to clarify their aspirations to improve his behavior.3. The teacher helps each student to diagnose the gap between his aspirations and his current level of performance.4. The teacher helps students to identify the problems they encounter in daily life due to gaps in their preparation.
The learning environment is characterized by material comfort, mutual trust and respect, willingness to help each other, freedom of expression and acceptance of differences. 5. The teacher prepares the material conditions (with regard to the seats, smoke, temperature, ventilation, lighting, decoration environment) comfortable and conducive to interaction (preferably anyone to sit behind another ).6. The teacher accepts each student as a person of value and respects his feelings and his ideas.7. The teacher tries to encourage the establishment of relations of trust and mutual aid among students by encouraging cooperation activities and refraining from foster competitiveness and the tendency to make judgments. 8. The teacher expresses his feelings and contributes its resources to the joint research, as a learner among others.
THE ROLE OF THE FACILITATOR TEACHER The learners perceive the goals of a learning experience as their own.9. The teacher engages students in a common process of formulation of learning objectives that are taken into account the needs of students, the institution, the teacher, the subject and society.
THE ROLE OF THE FACILITATOR TEACHER The learners perceive the goals of a learning experience as their own.9. The teacher engages students in a common process of formulation of learning objectives that are taken into account the needs of students, the institution, the teacher, the subject and society.
THE ROLE OF THE FACILITATOR TEACHER The learners perceive the goals of a learning experience as their own.9. The teacher engages students in a common process of formulation of learning objectives that are taken into account the needs of students, the institution, the teacher, the subject and society.
THE ROLE OF THE FACILITATOR TEACHER Learners are willing to share the responsibility to design and implement a learning experience, and therefore feel committed to it.10. The teacher communicates his thoughts on the options available for the design of learning experiences and for the selection of materials and methods and involves students in joint decisions about these options.
THE ROLE OF THE FACILITATOR TEACHER Learners participate actively in the learning process.11. The teacher helps students to organize themselves (design groups, team teaching-learning, self-study, etc..) To share the common responsibility in the process of research.
The learning process is related to the experience of learners and uses it.12. The teacher helps students to use their own experiences as resources for learning through the use of techniques such as discussion, role playing, the case method, etc..13. The teacher presents its resources gradually, adapting them to the level of experience of its students.14. The teacher helps students to apply their new knowledge to their experience, thus making them more meaningful and integrated.
Learners feel that they are progressing toward their goals.15. The teacher engages students in the formulation of criteria acceptable to all, on the basis against which to measure progress towards the learning goals.16. The teacher helps students to develop and implement procedures for self-assessment according to these criteria.
DOMANDE? SUGGERIMENTI? PROPOSTE?
