facilitation planning
DESCRIPTION
TRANSCRIPT
A personal process, which occurs internally Learning can involve:
Growth of knowledge Development of skills Change of attributes
There is no one way to learn We all approach learning in different ways Learning means different things to different
people We can refer to learning as either
The process – how we go about it The outcome – what is achieved
Definition – “Assisting people to learn” Involves a relationship between the
learners, content and facilitator (that needs to be managed)
Requires Considerable preparationA clear planAn understanding of how people learnAn increased awareness of the part you
play
Visual, auditory, kinaesthetic Left/right brain (hemisphere) Pragmatists, activists, reflectors,
theorists Global/analytical
P.26 – p.37 (TAADEL401A)
Recognise:People learn in different waysWhat works effectively for one learner may
not be effective for anotherThe need for variation of approaches and
ways for presenting information and ideasThat all learners will not enjoy the same
kinds of activitiesLearners engage in learning in different
ways (some will be loud and active, while others will sit back – which may not mean they are not participating, they may be engaging differently)
Pedagogical – traditional, teacher-centred, based on instruction from the teacher to the student
Andragogical – learner-centred, helping adults learn
The need to know The learner’s self-concept The role of learners’ experience Readiness to learn Orientation to learning Motivation
Active participation Meaningful and relevant Holistic learning Multi-sensory learning Concerned with first and last
impressions Practiced and reinforced Regular and useful feedback Reward
Behavioural learning theory Information processing theory Cognitive learning theory Constructivist learning theory Situational approach to learning Problem-based learning
Focus on observable behaviourLearning is better when the learner is activeFrequent practice is necessary for learningPositive reinforcements, like rewards and
successes are encouragedObjectives need to be clear – i.e.
performance criteria
Uses the computer as a model for human learningTakes in informationChanges the form and content of this
informationStores and locates itGenerates responses to it
Approached primarily through the use and study of memory
Based on the cognitive process we use to acquire knowledge
Knowledge based on:Perception IntuitionReasoning
An active mental process of acquiring, remembering and using knowledge
Learners construct knowledge for themselvesEach learner individually and socially
constructs meaning as they learnFocus is on the learner, rather than the
subject or the lesson taught – the key to the learning lies in the learner’s thinking about the learning
Situation based – placed in a social context (i.e. the workplace)
Through relationships between people and the conditions that bring people together, allowing for particular pieces of information to take on relevance and meaning
Based on the need to develop problem-solving skills in order for learning to take place
Learning goals are the learners’ abilities to solve the problem, present solutions and revise solutions when presented with additional information
Learner-centred Learning process needs to support
increasing learner independence Emphasis on experimental and participative
learning Use of modelling Learning process needs to reflect individual
circumstances and needs Adults have a range of life experience
which they can connect to learning Adults need to know why they are learning
something and its benefits Adults have a need to be self-directing
Identify learning objectives, performance criteria and assessment methods (where required) and refine them
Identify, evaluate, select, modify and contextualise existing published learning resources and support materials
Develop an outline of the structure of each session
Develop specific session-based learning resources and activities
Identify specific facility, technology and equipment needs for each session
Identify and organise additional resourcing to meet identified learner support needs, where required
Sometimes referred to as a session plan – it may cover a series of sessions
May include: Duration of each activity or exercise Individual or group objectives Formative assessment opportunities Location of training Number of learners Activities to be used Resources, for example, a whiteboard, overhead,
handouts, etc Additional requirements (catering for special needs,
OHS considerations
Clarify the learning objectives Sequence the content – identify the
content requirements, including the introduction and conclusion
Choose facilitation methods and learner activities – confirm timelines and resource requirements
Develop learning resources Review the plan – confirm it meets the
requirements