Part 3: METHODS OF INSTRUCTION

OBJECTIVE

At the end of this session, you’ll be able to:

Ø  Tell which group-based learning methods involve learners as spectators, and which as contributors.

Ø  Identify 9 group-based training methods and list the advantages and limitations of each.

LEARNING METHOD:

Learning Thru Spectating

3 types of ‘spectating’ learning:-

1.      Lectures

2.      Videos and films

3.      Demonstrations

Learning Thru Contributing

Can be divided into 2 groups:-

1.      Dependent on interaction between people

Ø  Brainstorming

Ø  Discussions

Ø  Role Play

2. Learn primarily from the activity and only independently from each other

Ø  Case Studies

Ø  Exercises

Ø  Simulations

LECTURES – Advantages

Ø  Used for large groups

Ø  Moves quickly thru material

Ø  Large amount of info in short time

LECTURES – Limitations

Ø  Very low to no involvement

Ø  Highly dependent on trainer’s interpersonal skills and techniques.

VIDEOS AND FILMS

If you decide to use a video or film:

Ø  Check it first (functional & relevant)

Ø  Check whether the equipment is available and functional

Ensure you can involve learners in the video/film

VIDEOS AND FILMS – Advantages

Ø  Good examples are lively, interesting and motivating

Ø  Consistent messages

Ø  Perfect for showing processes

Ø  Powerful attitude changer with emotional appeal

VIDEOS AND FILMS – Limitations

Ø  Difficult to relate to local subjects

Ø  Low involvement & interactivity

DEMONSTRATIONS

Ø  Illustrate a task/procedure or the use of equipment

Ø  Effective if learner have the chance to try it immediately

Ø  Suit any type of objective with specific procedure/skill/reflex behavior

DEMONSTRATIONS – Advantages

Ø  Relates theory to performance

Ø  Able to observe and learn by imitation

Ø  Learners able to clarify & feel motivated

DEMONSTRATIONS – Limitations

Ø  Highly dependent on trainer’s skill

Ø  May need certain equipment or tools to make it effective.

BRAINSTORMING

Basic rules:

Ø  Go for quantity

Ø  Note every idea without judgment

Ø  Do it quickly

BRAINSTORMING – Advantages

Ø  High level of involvement from trainees

Ø  Opportunity to contribute ideas in safe environment

Ø  Gets everyone thinking about subject

Ø  Quick feedback for learners

BRAINSTORMING – Limitations

Ø  Drift off point/develop wrong point

Ø  Inappropriate ideas

Ø  Can be loud and anarchic

DISCUSSIONS

Form into small groups 4-6 people

Lead either by trainer or organize independently

Good for:

Ø  Changing attitudes

Ø  Comparing experience

Ø  Developing commitment

DISCUSSIONS – Advantages

Ø  Contributions are pooled

Ø  High level of participation

Ø  Sense of equal status

Ø  Misconception can be identified

DISCUSSIONS – Limitations

The larger the group, the less participation by each member.

Difficulties can arise if:

Ø  Leaders are not skilled

Ø  Domination of individual

ROLE PLAY – Advantages

Ø  Active learning experience

Ø  Get feedback from group

Ø  Assess real life situations

ROLE PLAY – Limitations

Ø  High level of preparation

Ø  Trainees may refuse to get involved in acting

ROLE PLAY – Features

Ø  Learners given roles to play e.g. a counselor meeting a client

Ø  The role player must be brief on their task and situation, their feelings and what they have learned

CASE STUDIES

A story which documents a situation or event involving characters

It may be in the form of:

Ø  A case illustration

Ø  A case problem

Ø  Can be presented in the form of

Ø  Paper print with graphs,diagrams etc.

Ø  Video or film

CASE STUDIES – Advantages

Ø  Should relate closely to learner’s environment and knowledge

Ø  Involves feelings, attitude and belief as well as skills and knowledge

CASE STUDIES – Limitations

Ø  Initial preparation is time-consuming

Ø  Case leader must be skilled

EXERCISES – Advantages

Ø  Excellent for reinforcement

Ø  Trainee involvement is guaranteed

Ø  Fairly easy to facilitate

EXERCISES – Limitations

Ø  Can be seen as a sole reason for doing the course

Ø  Can tend to dominate events

SIMULATIONS – Advantages

Ø  Rich learning experience

Ø  Enable learners to make mistakes w/o damaging real equipment/people

Ø  Combination of case study and role play

SIMULATIONS – Limitations

Ø  Hi-tech simulators are very expensive

Ø  Expensive and time consuming to prepare

CONCLUSION

Choose appropriate combination of methods to suit the learning objectives and environment

Part2: DESIGNING A LESSON PLAN

OBJECTIVE

l  At the end of this session, participants will be able to describe and write a lesson plan.

LESSON PLAN

A lesson plan is a blue print for the design of a training session. It should contain at least:

Ø  Title of the session

Ø  Objective of the session

Ø  Time duration for the session

Ø  Schedule of the content

Ø  Topics for lecture & discussions

Ø  Process of delivery

Ø  Audio visual aids

Ø  Administrative information

Ø  Group size

Ø  Equipment required

Ø  Handout material

Ø  Room arrangement

BENEFIT OF A LESSON PLAN

l  A record of what will be covered in the session.

l  If a trainer is indisposed/absent, another trainer can replace him/her.

l  Assure consistency in the delivery of the subject matter.

PREPARING CLASSROOM ENVIRONMENT, EQUIPMENT AND INSTRUCTIONAL MATERIAL

OBJECTIVE

l  At the end of this session, participants will be able to describe the preparation needed for a classroom environment, equipment and instructional material

CLASSROOM ENVIRONMENT

l  Selecting a suitable place (classroom) to conduct training/session is essential.

Make sure you consider these factors before selecting venue:

¡  Safety aspects

¡  Comfort

¡  Accessibility

¡  Facilities

¡  Arrangements

SAFETY FACTOR

l  Adequate exits

l  Access for handicapped person

l  Emergency telephone

l  Fire alarm & extinguishers

l  First aid box + first aider-Safe electrical connections

COMFORT

l  Adequate lighting

l  Able to control temperature

l  Adequate ventilation

l  Limitation of external noise

ACCESSIBILITY

l  Transportation available

l  Ease of traffic

l  Availability of parking area

l  Easy to find venue

FACILITIES

l  Adequate toilet

l  Source of electricity and proper connections

l  Public phones/pay phone

l  Luncheon area

CLASSROOM ARRANGEMENT

l  Classroom style

l  Discussion group arrangement

l  U shape

l  Chairs only (or with chair top)

l  Etc..

EQUIPMENT & INSTRUCTIONAL MATERIAL

l  Whiteboard & marker

l  Flipchart

l  Whiteboard eraser

l  Pen/pencil and blank paper

l  Sharpener

l  Drinking water & sweets

l  Handouts/Notes/Textbooks etc.

l  Program

l  OHP/LCD projector

l  Evaluation form

l  Name tags/table top name tag

l  Attendance list

l  Certificates

l  Trainer’s biodata/resume

Part 1: ADULT LEARNING

TRAINING METHODOLOGY

OBJECTIVE

•   Participants will be able to demonstrate all of the activities in this unit

Overview

•   Study & discuss ways of analyzing the needs of the group

•   Identifying training goals

•   Formulating training objectives

PEOPLE (THE ADULT LEARNER)

•   Learning

•   Readiness to learn

•   Motivation

•   Adult learning characteristics

LEARNING

•   Learning is observable by the learner and his instructor

•   Learning is a result of exposure to new information or skills

•   Learning is verified through testing/assessment

•   Teaching is not learning

READINESS TO LEARN

•    May need to remove ‘blocks’ that interfere with the learning process.

•    These ‘blocks’ are directly related to specific human needs.

•    Must satisfy basic needs first.

•    Use the Maslow’s Hierarchy of Needs

THE ADULT LEARNER

Ø  The study of adult learning is known as ANDRAGOGY. The art and

Ø  science of helping adults to learn.

Ø  Problem-centered:
Adults likes the challenge of solving problems that will lead to sense of achievement.

Ø  Experience-centered with goals meaningful to adults. Share experiences, learn from
each other

Ø  Encourage active participation

Ø  Provide feedback towards progress. Enable learner to assess self

Ø  achievement

Ø  Learning speed differs. Facilitator must be sensitive to learning pace of each individual

GOALS AND OBJECTIVES OF LEARNING

IDENTIFYING TRAINING GOALS

•   By Committee

•   By Governmental Standards

•   For qualification

•   From Task/Job Analysis

GENERAL OBJECTIVE (GOALS, AIM)

What the learner/trainee will learn

·   General statement of the learning outcomes of the training program.
Eg. to enable trainees to understand the principles of learning.

SPECIFIC OBJECTIVE

What the learner/trainee will be able to do

·   Precise statement of the intended behavior/performance change of the training.
Eg trainees will be able to explain all eight principles of learning.

WHY OBJECTIVES ARE IMPORTANT

Ø  Learners are clear of where they are going.

Ø  Facilitators are able to manage learning to achieve goals.

Ø  Management knows what it can get from training.

Ø  Supervisors know what they can expect from trainees