1. Pedagogical Approaches to Capacity Building
Dec 12, 2013
Rose N. Oronje
AFIDEP 1
HIV Project Consultative Meeting Draft Presentation 1

2. Common Conventional Assumptions about Learning
Learning is an automatic, inevitable outcome of teaching
That it’s all about the teacher
Learners are ‘clean/blank slates’ that need to be filled with knowledge (Behaviourism)
That they know nothing
What else?

3. But Truth is…
Constructivism

4. What’s Learner-centred Training?
Learner-centered training focuses attention on:
Finding out what the learner knows & what the learner really needs to learn
Identifying content for learning with the learner
Understanding how the learner learns
The conditions under which the learner is learning
Actively involving the learner in the learning process
Whether the learner is retaining & applying the learning
The more we learn about learners & how they learn, the more we’re likely to enable them learn

5. Some aspects of learner-centred training
Good understanding of learners’ level of knowledge, their actual training needs
Thorough preparation & organization of training
Thorough understanding of the knowledge of the subject
Trainer’s enthusiasm for the subject & for teaching

6. Aspects of learner-centred training
Finding ways of connecting with & responding to learners
Balancing the provision of concrete information (facts, data, & experimental results) & abstracts concepts (principles, theories, & models)
Balancing training materials that emphasize practical problem-solving methods with materials that emphasize fundamental understanding

7. Aspects of learner-centred training
Varying teaching methods – lecture, group discussions, reflections, role-play, demonstration
Using pictures, schematics, graphs, & simple sketches liberally

8. What are the particular pedagogical challenges for the BCURE programmes?

9. Training in training
Training in use of evidence

10. 1. Finding & training your trainers
Most people are not good trainers
Most people who think they are good trainers are not good trainers
Without good trainers, your programmes will fail
Developing good trainers is critical!

11. 2. Finding innovative ways to facilitate learning
People learn best when they are able to try things out, create & problem solve
To facilitate learning, you need to set up the conditions that allow this process to happen
Adding a few ‘brainstorming’ sessions will not be enough

12. Group Exercise
Prepare a brief outline of how you would design & deliver a learner-centred training on one of the issues below
20min for exercise; 20min for group feedback
Group 1: Defining research questions
Group 2: Qualitative research approaches
Group 3: Appraising research quality
Group 4: Preparing compelling policy briefings