1. Training of Trainers Adults training
By Senior Sort Term International Expert: Kyriakos DIMITRIOU
Place: UCCI Tashkent Training Centre
Ташкент - June 30, 2014

2. Opening session Please …….
Experiential implementation of an ice-breaking technique
……..
Trainer …

3. REVIEW OF ADULT LEARNING PRINCIPLES
I learn as long as i live
Socrates
Education is the kindling of a flame, not the filling of a vessel Socrates

4. Expected results of training – Day 1
Understanding the need of this training action
Gained knowledge about Adult learning principles, learning styles and learning cycle
Experiential training in opening of a training activity
Creating positive attitudes and behaviors as a group – team building skills
Start realizing of interactive techniques in Adults training (analysis on day 3)

5. Adults learning Adults are not empty vessels seeking to be filled
Adults are not clay in need of shaping
ADULTS already have
Knowledge
Experiences
Values
Relationships

6. But mostly Adults mostly have …
Intentions in learning, that influence their learning procedure.
Intentions could be: ……
Brainstorming by the group of learners

7. Intentions could be: Professional qualification (to gain / keep a job)
Personal development / Cultural development
Cachet in their social environment
Fulfilling of a social role (parental etc)
But also sometimes without intention (example: forced by their employer*)
* Please refer to the training material

8. Also Adult learners Have different range of experiences
Have different learning styles
Usually know their preferable learning methods either by knowing the method, or by instinct
Want active participation (are not silent listeners)
But….

9. But Adult learners
face difficulties in their learning procedure ….. Team work (teams to be done by learners themselves) in small groups of …. (3-5) to define these difficulties. Time of team work in the subject: 5 min

10. Adult learners difficulties*
These difficulties can be categorized as:
(personal or social) Time difficulties
Fear of failure to meat training’s goals or assessment's necessities
Lack of assurance
Difficulties to accept the “new” especially if its against existing beliefs
Bud organization of learning procedure

11. Adults Decide for themselves what is important to be learned
Need to validate the information based on their beliefs & experiences
Expect the subject they are learning to be immediately useful
Have experience on which to draw
Are able to serve as resources to trainer & fellow learners.

12. Adult Learning Principles from learners perspective (1/2)
Adults expect from training… so the trainer should:
focus on real world problems
be clear what about to teach them
emphasize how learning can be applied
relate Learning to learners’ goals
relate materials to the learners’ past experiences

13. 2/2 allow debate and challenge of ideas
listen and respect the learners’ opinion
encourage them (learners) being the resources (towards trainer and each other)
remember to treat them like Adults
But mostly trainer must listen not only talk

14. LEARNING STYLES
What’s Your Style? Please do you know Anything about learning styles?

15. Learning Styles Basic classification by Dunn, Beaudry, & Klavas, 1989
Auditory Learn through listening
Visual/Verbal Learn through seeing & writing
Tactile/kinesthetic Learn through doing

16. Auditory Learners Learn mainly from the spoken word
Written information has not much meaning unless it has been heard first
Usually remember names but not faces
Estimation of people belonging in Auditory learners: 30%

17. Visual/Verbal Learners
Relate most effectively to written information & pictures, graphs etc…..
Thinks in pictures
Good spatial sense
Estimation of people belonging in this learning style: 65%

18. Kinesthetic Learners Remember what was done not seen or talked about
Occasionally they do not hear things
Learn through touch or action (i.e. walking)
Information is not normally presented in way that meet their needs.
Estimation: 5%

19. We Remember … 20% of what we Hear 30% of what we See
50 % of what we Hear & See
90% of what we See, Hear & DO
“Tell me and I will forget, Show me and I may remember, Involve me and I will understand ….”

20. The Seven Learning Styles
By Howard Gardner
Aural Visual
Verbal Logical
Physical
Social
Solitary

21. The Seven Learning Styles
Visual (spatial):prefer to learn using pictures, images, and spatial understanding
Aural (auditory-musical): prefer to learn using sound
Verbal (linguistic): prefer to learn using words, both in speech and writing
Physical (kinesthetic): prefer learning using their body, hands and sense of touch.

22. The Seven Learning Styles (2)
Logical (mathematical): prefer to learn using logic, reasoning and systems.
Social (interpersonal): prefer to learn in groups or with other people.
Solitary (intrapersonal): prefer to work alone and use self-study.

23. Learning Styles
One of the most widely used models of learning styles is The Index of Learning Styles developed by Dr Richard Felder and Barbara Soloman in the late 1980s, and based on a learning styles model developed by Dr Felder and Linda Silverman. (in the picture Dr Felder)

24. Learning Styles
According to this model (which Felder revised in 2002) there are four dimensions (or levels) of learning styles. Think of these dimensions as a continuum with one learning preference on the far left and the other on the far right.

25. Level 1 SENSORY Sensory learner prefer concrete, practical, and
procedural
Information.
Look for the
FACT
INTUITIVE
Prefer conceptual,
innovative, and
theoretical
information.
Look for the
MEANING

26. Level 2 VISUAL Visual learner prefer graphs, pictures, and diagrams.
Look for visual
REPRESENTATION
VERBAL
Prefer to hear or
read information.
Look for
EXPLANATION
with words

27. Level 3 ACTIVE Active learner prefer to manipulate objects, experiment
and learn by trying.
Look for the
PRACTICE
REACTIVE
Prefer to think,
through, to evaluate
options and find a
Problem of his own.
Look for
ANALYSIS

28. Level 4 SEQUENTIAL Sequential learner prefer information in order and
linearly
Put together the
DETAILS to take
the big picture
GLOBAL
Prefer a holistic,
and systematic
approach.
They see the big
picture first and
FILL IN details

29. Learning theories*
Learning theories describe how information is absorbed, processed, and retained during learning procedure.
There are 4 up to date major theories in learning procedure
Behaviouristic theories
Cognitive theories
Humanistic theories
Social learning theories

30. Kolb Learning Cycle Tutorial - Static Version

31. Kolb's model Kolb's model works on two levels: - a four-stage cycle:
1.Concrete Experience - (CE)
2.Reflective Observation - (RO)
3.Abstract Conceptualization - (AC)
4.Active Experimentation - (AE)

32. and a four-type definition of learning styles, (each representing the combination of two preferred styles), for which Kolb used the terms:
1.Diverging (CE/RO)
2.Assimilating (AC/RO)
3.Converging (AC/AE)
4.Accommodating (CE/AE)

33. Developed by Bernice McCarthy 1980
4 MAT
Developed by Bernice McCarthy 1980
A cycle of learning
This model allows trainers to create an engaging program that address a variety of learning styles, intelligences and personality types.

34. The 4mat Cycle*

35. 4 MAT After the first implementation
ENGAGE is transferred to CONNECT + ENGAGE
Practice is now Practice and extend

36. Quadrant 1 TRAINER: Engage and Connect Learners: WHY State the topic
Pose the Question
Create a high interest
Trainer Conveys to learners
Why I need to know about this topic
Why is this material valuable to me
Is there a larger context
Gets learners attention with a motivational introduction
Personal meaningful connections based on experiences
Sharing a story to correlate meaning
See material in context with a bigger picture
Focus on present and past understandings
I know something about this and I want to know more

37. Quadrant 2 Trainer: Inform and share Learners: What?
What do my learners need to know to master the content
What are the core concepts to help them understand more with less
What do trainer need to emphasize so they will understand the concepts
Excel in traditional learning environments
Work for defined goals
Form concepts by integrating observations into what is known
Connect fascination to facts

38. Quadrant 3 Practice Trainer: Practice Learners: How?
How will learners use material presented in real life?
Give them opportunities to use new knowledge to solve problems
Activities to gain mastery
Need to find out how things work
Test theories in the real world
Make things useful
Like problem solving
Pragmatic
Look for utility & results

39. Quadrant 4 Practice Trainer: Perform Learners: IF?
What can my learners do with this information?
What new questions will they have
Can they teach someone else?
How can I facilitate their learning and self evaluation?
Connect things together
Teach others what I know
Make what is working work better
Flexible and adaptable
Open to new ideas
Risk Takers

40. Conclusions
Are there questions? Definition of the presentations (10th day) Will you help me to summarize our training action of the day?

41. Спасибо за ваше Внимание Вопросы, Комментарии и Предложения
Спасибо за ваше Внимание Вопросы, Комментарии и Предложения