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This Methods section is in four parts:
Adults have to be taught differently from children because on the one hand they are
more mature and set in their ways (ie they are not so easy to lead) and on the other hand
they have more experience of life and are better able to judge what their learning needs
are.
The best training sessions aim not only to put across a certain amount of content
knowledge but also to help develop the professional skills and attitudes of the trainees.
This means dealing with the full Professional Formation of the trainees
and this includes the abilities to:
 | analyse complex issues, |
| identify the core of a problem and a means of solving it, |
| synthesise and integrate disparate elements, |
| clarify values, |
| make effective use of numerical and other information, |
| work co-operatively and constructively with others and, |
| communicate clearly both orally and in writing. |
When you are planning a training session you have to decide what methods to use.
There are basically three options:
| tell them |
| help them find out for themselves |
| ask them |
The main options are shown below with some of the techniques which might be used.
Help
the students to better understand what they already know
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Help the
students to acquire new knowledge, skills and attitudes
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By asking them
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By
telling them
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By
helping them to find out for themselves
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Lecture
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Guided discussion
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Book research
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Field work
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| brainstorming |
| conceptual mapping |
| creatively generating problem and solution options |
| prioritization techniques |
| decison making skills |
| action planning processes |
| monitoring and evaluation techniques |
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A/v aids Interactive
handouts
Body posture
Use of voice |
Present/discuss Seminar
Tutorial |
Library skills Internetting
Study skills
Active reading
Note taking |
Questions Methods
Analysis
Reporting
Interviews
Questionnaires |
As a general rule people learn better when they are active and are able to participate
in the learning process. This is particularly true of skills (lectures about how to ride a
bicycle?), and attitudes which are notoriously caught rather than taught.
As a trainer you might as well say "Don't do as I say, do as
I do", because that is what will happen anyway!
Knowing the subject is not
the same as knowing how to teach the subject.
What matters is not what the trainer has
taught (input)
but rather what the trainee has learned (outcome).
The best teachers teach people rather than
subjects.
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