Training (and education)
is using these general concepts to specific learning situation. These concepts
should allow you to plan an excellent program, deliver it efficiently and
evaluate it afterwards. This can be a report on the concepts we're
analyzing:
1 Feedback
2 Active Learning
3 Reinforcement
4 Significant Material
5 Multiple Sense Learning
6 Overlearning
7 Primary And Recency
Feedback
This principle states: Learning proceeds better when both instructor and student give feedback to each other.
The teacher needs feedback to tell him how a student is progressing as well as the student needs feedback within the instructor on quality of performance.
Rules for your training room:
a Encourage trainees to ask about questions
b Test frequently
c Maintain eye-to-eye-to-eye contact - this is often a most critical communication funnel
d Discuss and proper errors don't criticise them
e Give trainees knowledge of results as quickly as you can
Active Learning
This principle states: Trainees learn more quickly and effectively when they are positively mixed up in learning process.
The simplest expression from the idea is: We overcome doing. This really is relevant equally to all or any kinds of training.
Rules for your training room:
a Inquire to stimulate thought
b Request exercises and tests in sessions
c Use projects and assignments to supplement training
d Use discussion methods from time to time
e Provide plenty of practical work
Warning
Look out for taking notes as a type of Active Learning - the student's fingers may be active - while not their brains.
Reinforcement
This principle states: Learning that's rewarded is much more vulnerable to be retained.
Obviously this is where we train our pets in addition to our children.
Rules for your training room:
a Each time a student supplies a right answer - be sure he understands so
b Offer early success to learn a completely new subject
c Prevent trainees from making mistakes whenever you can
NB: We'll go through this principle in depth late inside the course.
Significant Material
This principle states: Trainees understand (and so learn) material only if it's connected using their existing understanding.
Students could possibly recall details, etc., they has focused on memory (by overlearning). If however you just want him to know the material fully you need to supply him with a frame of reference into that they'll fit these isolated products of knowledge to make sure that a design develops within the mind.
Rules for your training room:
a Pitch your sessions within the students level, not yours
b Present the topic in the definite form or sequence
c Use plenty of examples, illustrations, analogies, and anecdotes
d Always vary from the know for the unknown that's, begin with just what the student already knows or practical understanding.
Don't increase the risk for mistake which author has known as follows:
'Many teachers plunge ahead right from the start point that numerous their students haven't showed up at plus linked with emotions . educate the unknown through the incomprehensible'.
Pressey, Robinson & Horrocks -
'Psychology in Education'.
Make your material as concrete as you can, avoid abstractions. Uncover what your trainees know and also have experienced before
Multiple Sense Learning
The important thing states: Presentation methods involving several senses are superior to one sense only.
China proverb 'one picture will probably be worth single,000 words', is a means of stating this principle. It appears that the key senses for information and theory learning are SIGHT and HEARING. Keep in mind others - particularly if you're teaching a real skill.
Rules for your training room:
a Combine telling and showing - don't depend on one only
b Provide audiovisual aids for every session you permit
c Make certain that you simply along with your aids might be, and so are, easily been sent
d For individuals who've one amongst your aids, permit the trainees handle it too as notice and pay attention to you discuss it
Overlearning
This principle states: Negelecting is reduced significantly by frequent attempts at recall of learned material.
We have discussed how quickly negelecting begins, and illustrates how frequent revision may help trainees to retain bigger amounts of what they have learned. This really is relevant particularly for the learning of factual material or 'information'.
NB. Repeating material with the trainer is not overlearning. The trainees should get the job done with this particular principle to operate.
Rules for your training room
a Ask frequent questions
b Provide exercises which pressure trainees to recall previous learning
c At the outset of each session, ask trainees to summarise briefly the last session
d Include review periods within your timetable
e Train your trainees to utilize overlearning in their private study
f Supply summaries of session material
Primacy And Recency
This principle states: Trainees can recall well individuals things they learn first and last in sequence.
'First impressions are lasting' covers the important thing of Primacy the important thing of Recency is almost axiomatic.
Warning
These concepts aren't true under all conditions and frequently they act against one another, for instance when our newest impressions change or blot out our first impressions.
Rules for your training room:
a Give a preview in the session
b Summarise information in the session within the finish
c Prepare carefully what you should say and do through the initial few minutes in the session
d Help help remind trainees from time to time in the sequence they have discovered a topic
CONCLUSION
You will probably have noted that numerous these concepts possess a inclination to overlap one another, eg, Active Learning and Overlearning. This can be quite true. For just about any good understanding of Learning, you need to produce a apparent picture in the interrelationships which hold these concepts together. With the finish from the course you will have produced a correctly integrated theory of learning which to create your ways of training.
1 Feedback
2 Active Learning
3 Reinforcement
4 Significant Material
5 Multiple Sense Learning
6 Overlearning
7 Primary And Recency
Feedback
This principle states: Learning proceeds better when both instructor and student give feedback to each other.
The teacher needs feedback to tell him how a student is progressing as well as the student needs feedback within the instructor on quality of performance.
Rules for your training room:
a Encourage trainees to ask about questions
b Test frequently
c Maintain eye-to-eye-to-eye contact - this is often a most critical communication funnel
d Discuss and proper errors don't criticise them
e Give trainees knowledge of results as quickly as you can
Active Learning
This principle states: Trainees learn more quickly and effectively when they are positively mixed up in learning process.
The simplest expression from the idea is: We overcome doing. This really is relevant equally to all or any kinds of training.
Rules for your training room:
a Inquire to stimulate thought
b Request exercises and tests in sessions
c Use projects and assignments to supplement training
d Use discussion methods from time to time
e Provide plenty of practical work
Warning
Look out for taking notes as a type of Active Learning - the student's fingers may be active - while not their brains.
Reinforcement
This principle states: Learning that's rewarded is much more vulnerable to be retained.
Obviously this is where we train our pets in addition to our children.
Rules for your training room:
a Each time a student supplies a right answer - be sure he understands so
b Offer early success to learn a completely new subject
c Prevent trainees from making mistakes whenever you can
NB: We'll go through this principle in depth late inside the course.
Significant Material
This principle states: Trainees understand (and so learn) material only if it's connected using their existing understanding.
Students could possibly recall details, etc., they has focused on memory (by overlearning). If however you just want him to know the material fully you need to supply him with a frame of reference into that they'll fit these isolated products of knowledge to make sure that a design develops within the mind.
Rules for your training room:
a Pitch your sessions within the students level, not yours
b Present the topic in the definite form or sequence
c Use plenty of examples, illustrations, analogies, and anecdotes
d Always vary from the know for the unknown that's, begin with just what the student already knows or practical understanding.
Don't increase the risk for mistake which author has known as follows:
'Many teachers plunge ahead right from the start point that numerous their students haven't showed up at plus linked with emotions . educate the unknown through the incomprehensible'.
Pressey, Robinson & Horrocks -
'Psychology in Education'.
Make your material as concrete as you can, avoid abstractions. Uncover what your trainees know and also have experienced before
Multiple Sense Learning
The important thing states: Presentation methods involving several senses are superior to one sense only.
China proverb 'one picture will probably be worth single,000 words', is a means of stating this principle. It appears that the key senses for information and theory learning are SIGHT and HEARING. Keep in mind others - particularly if you're teaching a real skill.
Rules for your training room:
a Combine telling and showing - don't depend on one only
b Provide audiovisual aids for every session you permit
c Make certain that you simply along with your aids might be, and so are, easily been sent
d For individuals who've one amongst your aids, permit the trainees handle it too as notice and pay attention to you discuss it
Overlearning
This principle states: Negelecting is reduced significantly by frequent attempts at recall of learned material.
We have discussed how quickly negelecting begins, and illustrates how frequent revision may help trainees to retain bigger amounts of what they have learned. This really is relevant particularly for the learning of factual material or 'information'.
NB. Repeating material with the trainer is not overlearning. The trainees should get the job done with this particular principle to operate.
Rules for your training room
a Ask frequent questions
b Provide exercises which pressure trainees to recall previous learning
c At the outset of each session, ask trainees to summarise briefly the last session
d Include review periods within your timetable
e Train your trainees to utilize overlearning in their private study
f Supply summaries of session material
Primacy And Recency
This principle states: Trainees can recall well individuals things they learn first and last in sequence.
'First impressions are lasting' covers the important thing of Primacy the important thing of Recency is almost axiomatic.
Warning
These concepts aren't true under all conditions and frequently they act against one another, for instance when our newest impressions change or blot out our first impressions.
Rules for your training room:
a Give a preview in the session
b Summarise information in the session within the finish
c Prepare carefully what you should say and do through the initial few minutes in the session
d Help help remind trainees from time to time in the sequence they have discovered a topic
CONCLUSION
You will probably have noted that numerous these concepts possess a inclination to overlap one another, eg, Active Learning and Overlearning. This can be quite true. For just about any good understanding of Learning, you need to produce a apparent picture in the interrelationships which hold these concepts together. With the finish from the course you will have produced a correctly integrated theory of learning which to create your ways of training.
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