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Pedagogical Approaches to Capacity Building Dec 12, 2013 Rose N. Oronje AFIDEP

Pedagogical Approaches to Capacity Building Dec 12, 2013 Rose N. Oronje AFIDEP. 1. Common Conventional Assumptions about Learning. What else ?. Learning is an automatic, inevitable outcome of teaching That it’s all about the teacher

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Pedagogical Approaches to Capacity Building Dec 12, 2013 Rose N. Oronje AFIDEP

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  1. Pedagogical Approaches to Capacity Building Dec 12, 2013 Rose N. Oronje AFIDEP 1

  2. Common Conventional Assumptionsabout Learning What else? • Learning is an automatic, inevitable outcome of teaching • That it’s all about the teacher • Learners are ‘clean/blank slates’ that need to be filled with knowledge (Behaviourism) • That they know nothing

  3. But Truth is… Constructivism

  4. What’s Learner-centred Training? The more we learn about learners & how they learn, the more we’re likely to enable them learn • Learner-centered training focuses attention on: • Finding out what the learner knows & what the learner really needs to learn • Identifying content for learning with the learner • Understanding how the learner learns • The conditions under which the learner is learning • Actively involving the learner in the learning process • Whether the learner is retaining & applying the learning

  5. Some aspects of learner-centred training Good understanding of learners’ level of knowledge, their actual training needs Thorough preparation & organization of training Thorough understanding of the knowledge of the subject Trainer’s enthusiasm for the subject & for teaching

  6. Aspects of learner-centred training Finding ways of connecting with & responding to learners Balancing the provision of concrete information (facts, data, & experimental results) & abstracts concepts (principles, theories, & models) Balancing training materials that emphasize practical problem-solving methods with materials that emphasize fundamental understanding

  7. Aspects of learner-centred training Varying teaching methods – lecture, group discussions, reflections, role-play, demonstration Using pictures, schematics, graphs, & simple sketches liberally

  8. What are the particular pedagogical challenges for the BCURE programmes?

  9. Training in training Training in use of evidence

  10. 1. Finding & training your trainers Most people are not good trainers Most people who think they are good trainers are not good trainers Without good trainers, your programmes will fail Developing good trainers is critical!

  11. 2. Finding innovative ways to facilitate learning • People learn best when they are able to try things out, create & problem solve • To facilitate learning, you need to set up the conditions that allow this process to happen • Adding a few ‘brainstorming’ sessions will not be enough

  12. Group Exercise • Prepare a brief outline of how you would design & deliver a learner-centred training on one of the issues below • 20min for exercise; 20min for group feedback Group 1: Defining research questions Group 2: Qualitative research approaches Group 3: Appraising research quality Group 4: Preparing compelling policy briefings

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