Presentation on theme: "Shifting from TEACHING to LEARNING approaches"— Presentation transcript:
1 Shifting from TEACHING to LEARNING approaches Marion Muehlen, EPIET Scientific Coordinator, ECDC Public Health Training Section, Stockholm, Sweden
2 Acknowledgement Based on material and lectures from Angela Giusti Public Health Researcher, MSc Adult EducationNational Institute of Health, Rome –Sonsoles Guerra Liaño & Biagio Pedalino
3 Objectives Recognize different thinking and learning styles Apply the brain dominance tool to learning contextsDescribe the characteristics of the adult learnerExperience different styles in a working groupDesign a training unit for a specific target groupEmploy strategies that promote active participation and involvement of adult learners in training units
11 Are practical and problem-centered Provide overviews, summaries, examplesUse stories to link theory to practiceDiscuss/plan for direct application of new informationUse collaborative, authentic problem-solving activitiesAnticipate problems applying the new ideas to their setting (trainer => offer suggestions)Less theory, more practice
13 Promote their positive self-esteem Provide low-risk activities in small group settingsBuild individual success incrementallyBecome more effective and confident through guided practice and establishing routinesReadiness to learn depends on motivation
14 Allow for choice and self-direction Ask what they know already about the topicAsk what they would like to know about the topicCompare desired behaviors (goals) & actual behaviorsAllow for options so you can easily shift if neededThe unknown Unknowns: use learners perception of needs vs. research on needs vs. organizational needs to guide your planning
15 Experience is a motorway for the learning process
16 Integrate existing knowledge with new ideas Capitalize on what is already know from prior experienceCreate activities that use their experience and knowledgeListen and collect data about participant needs before, during and after the eventAdjust time and build in options for topics to fit their needsSuggest follow-up ideas and next steps for support and implementation after the sessionProvide for the possible need to unlearn old habits or confront inaccurate beliefs
17 Show respect for the learner Breaks, snacks, coffee, comfortUse everybody’s time effectively and efficientlyProvide a quality, well organized, experienceAvoid jargon and don't "talk down" to participantsValidate and affirm their knowledge, contributions and successesRequest feedback on your work, assumptions, or ideasProvide input opportunitiesChoice of words (different cultural backgrounds)
18 Challenges in Adult Learning Lack of confidence in learning capacityFear of looking weak in the groupWant to avoid making mistakesReduced speed of learning (but more “in depth”)More resistant to changeHighly conservativeDifficulty accepting views of othersWide inter-individual differencesBased on “The adult Learner”, by Malcom S. Knowles et al, 2005
20 Toothpick tree activity 6 Groups (= 3min presentation groups) Material provided: 1 pen 2 sheets of paper 9 toothpicks Instructions: It has to be a collaborative design SILENCE, but laughing is allowed Free role distribution within the group
21 InstructionsUsing the toothpicks, try to make as many trees as you can without repetitionsA tree is defined as having (at least) 1 trunk and (at least) 3 branchesToothpicks CANNOT be broken to produce more trees!
22 Instructions Draw each new tree on the sheet of paper ONLY trees that have been created with the toothpicks can be drawn on the sheet of paperYou have 5 minutes!
23 Think in the group for 5´: Name a “reporter” and answer these questions:How many trees did you draw?What happend during the activity?What did you observe?Did you develop a group strategy?Any lesson learnt for the nextgroup activity?
24 More questions: How did you feel in the group? What was your reaction to the task?Which was your role?How did you assign the roles?How did you feel about the person who was slow at seeing the solutions? If you were that person, how did you feel?Was there a climate that helped or hindered? How was the climate?Other observations, comments, learning points?
26 Teaching and learning methods Coaching Cine forum Debriefing Case study Counselling Brainstorming Guided discussion Group discussion Field experience Guided practice Demonstration Metaplan LectureModelingRole playingMicroteachingProblem solvingReading informationProblem-based learningProject work (ind. or group)Skill practice (ind. or group)Theatre of the oppressedResearch (ind. or group)Self-case studyTheatre forumSimulationMore info about teaching methods
29 Five levels of training impact and evaluation 1 Are the trainees satisfied?2 What have the trainees learned?3 What do trainees do differently in the workplace?4 What is the effect on the output of the trainee’s team or department? How has the training contributed to achieving public health objectives?The main focus of each evaluation level is as follows:K Level 1: The purpose of this level of evaluation is to find out how the par- ticipants react to the training. Did they feel that it met their needs, was it organized efficiently, were the premises suitable? Basically, trainees should appreciate their period of training and should be satisfied with it.
30 The facilitator’s role The facilitator proposes a range of methods and activities to promote an effective learning process, that includes:Creating a supportive environmentCreating a mechanism for a continuing shared training/learning process (objectives, methods, activities, evaluation)Meeting trainee’s individual learning needsMaking course content relevant and coherent with expressed needsUsing a variety of teaching methods and providing learning opportunities, consistent with objectives and group needsUsing bi-directional sensitive feedback to correct and reinforceMaking a continuous participated assessment of the learning process and acting consequently
32 The Training Planning in Public Health PerformanceEvaluationMonitoringProcess and OutcomeEvaluationTraning RealizationProblem analysisEvaluation plan settingSupervisionHEALTH GOALS definitionProject cyclein public healthTraining cycleLearning strategiesand methods definitionStrategies choiceRealizationExpected results and activities definitionLearning objectivesdefinitionResources provisionLearning needsanalysisParticipants and tasks descriptionPerformance goalsdefinitionTimetable
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