Highly competent in subject area Manage the learning environment Ensure achieving of the terminal behaviour
Teaching/Instructing:
Objectives for the Course Resources Available Characteristics of Participants Learning Environment Instructor(s)
Whos Responsible ?
Learning Process
Learning Learning Process Factors Affecting Learning Principles of Good Learning Good Instructor
Learning
Learning How?
Attended a course. Did some reading. Asked a friend / colleague. Thought about it. Tested it. Practiced it.
Learning Process
Involves memory
Make sense of it Know when, where & how to apply The practical purpose of developing competence in an activity.
Doing.
Learning Process
Knowledge
Competence
Thinking Doing
Motivation Mood and situational factors Access to resources Time constraints Relationship Prior knowledge Methodology Relevance
Stimulate the senses Recognise the learning curve Dont abuse the attention span Encourage the effective use of memory Motivate students in their learning Accommodate different learning styles Ensure effective feedback in the learning process
Learning Pyramid
Attention span
Motivate
The challenge
Feedback
Identifies the present state. Highlights needs and how to proceed. Monitors progress . Diagnose problems . Find solutions. Positive reinforcement for learning achievements.
Evaluation
USE
MISUSE
Determine readiness for next level Estimate progress Judge effectiveness Provide motivation/ feedback Provide a record
Instructor/Facilitator
serve as a model provide effective feedback perform effective evaluation administer & manage the course
Maintains Student Contact Controls Nervousness Avoids Distracting Mannerisms Shows Enthusiasm Develops Good Voice Quality Avoids Excuses Practices before Presents
Get the attention of the class first Look at and talk to your students Speak in a conversational tone of voice Pay close attention to student response Be Alert!! Look Alert!!
Controling Nervousness
Be thoroughly prepared Assume the proper mental attitude Have initial remarks will in mind Review previous instruction Tell a story or anecdote Show down Be deliberate
Advise to Instructors
DO Take job seriously Observe others Develop relationships Prepare your lesson Practice your delivery
Dont
Bluff Use profanity Ridicule students Talk down to class Lose your patience
Methods of Presentation
Present Material in small, learnable steps Require maximum student participation Present material in logical sequence Design work to insure successful response Correct student errors on-the-spot Maintain control of student learning
Check list
Have you conducted your lesson in such a manner that your trainees are exposed to the following senses in their learning:
Check list
Recognising the trainees level of academic abilities and work experience in relation to the level of lesson you intend to deliver
Can the trainees cope? Have you conducted your lesson is such a manner that your trainees are achieving the required level of understanding?
Check list
Is your lesson too long? Have you given appropriate breaks so that your trainees attention span is not severely affected?
Check list
Is the information meaningful to the trainees? Are they delivered in small and manageable chunks? Are they repeated several times (until they are easily recalled)? Have you conducted your lesson in an interesting and stimulating way that motivates your trainees?
Check list
Visuals (objects, picture, diagram, words) Auditory (oral explanations Kinesthetic (doing the activity)
Check list
Have you solicited feedback of your lesson from your trainees? Has the feedback been evaluated? Has the outcomes of the feedback been incorporated in your future training?
THANK YOU
Learning Styles
Concrete
Experience
Active Experimentation
Reflective Observation
Abstract
Conceptualization