1

Shah Silah

2

MODULE OBJECTIVES AND CURRICULUM MAPPING

Participants are able to:

i) Design and deliver training which are suitable for adult learners

ii) Assess their training and performance as a trainer

LEARNING OUTCOMES CONTENTS/TOPICS STRATEGY/

ACTIVITY

ASSESSMENT

METHODS

TRAINEES’

LEARNING

TIME

F2F SDL

1. Define the term

‘adult learners’

2. Identify the main

characteristics of

an adult learner

3. Relate the

principles of

adult learning

with own

learning

experiences

4. Describe yourself as an adult learner

Adults

Characteristics of adult learners

Adult learners’ learning principles

Video reflection

Lecture & Discussion

Group work

Hands-on

Experience sharing

Group Presentation

Blog Reflection

Self-assessment

2 4

1. Identify the roles

played by

trainers

2. Determine the

differences in

thinking styles

among the

trainees

3. Cater to the

different

thinking styles

Trainer’s roles

Thinking styles

Matching trainees’ thinking styles with your training

Video reflection

Lecture & Discussion

Group work

Experience sharing

Group presentation

Blog reflection

Self-assessment

3 4

1. Define the term

‘diversity’

2. Identify

characteristics of

Definition: Diversity

Characteristics of Diversity

Personality

Internal Dimension

Lecture and Discussion

Video reflection

Group work

Group presentation

Blog reflection

Self- assessment

6 8

3

diversity using

Gardenswartz &

Rowe’s (1994)

Four Layers of

Diversity Model

3. Identify learning

styles in a

diverse

classroom

(Auditory, Visual

and Kinesthetic)

4. Identify

strategies for

working with

diverse learners

5. Acknowledge trainers behaviours in a diverse classroom

External Dimension

Organisational Dimension

Learning styles in a diverse classroom

Strategies for working with diverse learners

Trainers’ behaviours in a diverse classroom

Hands-on

Self-reflection

1. Differentiate the

role of a teacher

from a trainer

2. Create engaging

activities for the

learners

Training adult learners

Creating activities for your learners

Planning your training sessions

Planning your approach of delivery

In-class games

Interactive Lecture Format

Lecture and Discussion

Video reflection

Group work

Hands-on

Self-reflection

Group presentation

Blog reflection

Self- assessment

4 4

1. Identify the

indicators of

effective training

2. Apply the

concept of

‘reflective

practice’

3. Use relevant

tools to assess

yourself as a

trainer

Indicators of effective training

Reflection

Types of reflection

Reflective Practice

Video reflection

Lecture and Discussion

Group work

Hands-on

Self-reflection

Group presentation

Blog reflection

Self-assessment

3 4

TOTAL NO. OF HOURS 18 24

4

TABLE OF CONTENTS

MODULE OBJECTIVES AND CURRICULUM MAPPING 2

UNIT 1 KNOWING YOUR TRAINEES cum ADULT LEARNERS 6

Adults 7

Characteristics of adult learners 8

Adult learners’ learning principles 13

UNIT 2 PLAYING YOUR ROLE AS THE TRAINER 16

Trainer’s roles 17

Thinking styles 19

Matching trainees’ thinking styles with your training 20

UNIT 3 OPTIMIZING DIVERSITY AMONG THE TRAINEES 23

Definition: Diversity 23

Characteristics of Diversity 25

Personality 26

Internal Dimension 26

External Dimension 27

Organisational Dimension 27

Learning styles in a diverse classroom 28

Strategies for working with diverse learners 29

Trainers’ behaviours in a diverse classroom 30

UNIT 4 PROVIDING ENGAGING AND ACTIVE LEARNING FACILITATION 34

THROUGH LEARNERS' DIVERSITY

Training adult learners 35

Creating activities for your learners 35

Planning your training sessions 36

Planning your approach of delivery 38

In-class games 39

Interactive Lecture Format 40

5

UNIT 5 PROVIDING ENGAGING AND ACTIVE LEARNING FACILITATION 42

THROUGH LEARNERS' DIVERSITY

Indicators of effective training 43

Reflection 44

Reflective Practice 46

6

This topic will enable you to discuss on the following areas:

who are the adult learners, what are their characteristics and

how could the characteristics be related to their learning.

At the end of this topic, you will be able to:

5. Define the term ‘adult learners’

6. Identify the main characteristics of an adult learner

7. Relate the principles of adult learning with own

learning experiences

8. Describe yourself as an adult learner

TASK 1.1 VIDEO REFLECTION

Watch the following video and write down the basic rules dealing with adult learners.

http://www.youtube.com/watch?v=8lvkJhXnEZk

Clearly, we need to understand that training the adult learners require a different approach compared

to teaching the traditional college students. Knowing the basic rules could help trainers to perform

better.

UNIT 1

KNOWING

YOUR

TRAINEES

cum ADULT

LEARNERS

7

ADULTS

A systematic approach to defining the term ‘adult’ is perhaps the one proposed by

Knowles (1990, p.24). He has provided a more meaningful understanding of the term by

considering relevant social and psychological aspects. With regard to the social aspect,

Knowles claims that a person is an adult if he is capable of performing some social roles

typically assigned by his culture, for example, the role of a parent, spouse, worker or

responsible citizen. In terms of the psychological aspect, one is an adult when one is

capable of being essentially responsible for one’s own life.

TASK 1.2 SELF-REFLECTION

Define ‘adult’ in your own words. Post your responses in the group’s padlet (formerly known as

wallwisher). Notice the similarities in your answers. The following is the address to our group’s padlet

where we could post our responses.

http://padlet.com/wall/x6d9l1810h

8

THE CHARACTERISTICS OF ADULT LEARNERS

ADULT LEARNERS

SELF

CONCEPT

TIME

PERSPECTIVE

EXPERIENCE

Adult learners are believed to have distinguished characteristics making them uniquely different from

other learners. Knowles (1990, p.236) has elaborated that the characteristics of adult learners can be

understood by considering these three domains; their self-concept, experience and time perspective.

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a) TIME PERSPECTIVE

TIME PERSPECTIVE

IMMEDIATE NEEDS

SOLUTION

SEEKING

EMERGING/NEW

PROBLEMS

MORE INTRINSIC

THAN EXTRINSIC

TIME PERSPECTIVE

TRANSFER OF KNOWLEDGE

OUTSIDE FORMAL LEARNING

BOUNDARIES

SEEK TO BENEFIT

FROM TRAINING

ACKNOWLEDGE IMPORTANCE AWARE OF REASONS

OF TRAINING FOR TRAINING

10

Their ‘time perspectiveness’ encourages them to have more specific and immediate plans for applying

newly acquired knowledge.” Knowles (ibid.) further clarifies that adult learners need to be “equipped

to overcome their current problems, and they want to put to immediate use what they learn.”

TASK 1.3 THINK-PAIR-SHARE

The first characteristic of adult learners is ‘time perspective’.

Based on the illustrations, describe your understanding of the concept of ‘time perspective’ among adult

learners. Begin by identifying THREE keywords. Share your understanding with your neighbour and later

post your responses in the group’s padlet.

b) EXPERIENCE

EXPERIENCE

APPLYING NEW SKILLS/KNOWLEDGE AT DECONTEXTUALIZED

AND CONTEXTUALIZED

LEVELS

USEFUL FRAME OF

REFERENCE

MAKE WISE SELECTION WORKING, LEARNING,

RECREATIONAL

11

EXPERIENCE

Education

experience

Work

experience

Recreational

experience

Reference &

StimulantLearning

The ‘experience’ the adults have could make them a rich resource in the classroom. Mocker (1980, p.

35) claims that “…adults enter an educational activity with a greater amount of experience from which

they can relate new experience.”

TASK 1.4 EXPERIENCE SHARING

The second characteristic of adult learners is ‘experience’.

Based on the illustrations, identify your own relevant experiences which have helped made your past

learning meaningful. Consider why those experiences are helpful in the learning context.

Share your answer with another neighbour.

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c) SELF-CONCEPT

SELF CONCEPT

BETTER CONTROL OF

LEARNING STRATEGIES SELF-DIRECTING

INDEPENDENT AUTONOMOUS

SELF-CONCEPT

AUTONOMY

SELF-DIRECTION

GROWING RESPONSIBILITES

DEVELOPING & AGING WITHIN CULTURE CONTEXT

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Self-concept is the image people have of themselves. Knowles adds, “as people grow, their self- concept moves from being a dependent personality to a self-directing one.” This in turn makes them become “autonomous” (1990, p. 236).

TASK 1.5 SELF-REFLECTION

The third characteristic of adult learners is ‘self-concept’.

Think of yourself as an adult learner. What are some of the roles you could play as an active learner? List

them.

Later, decide which aspect of ‘self-concept’ that determines you to play those roles. Post your

responses in the group’s padlet.

ADULT LEARNERS’ LEARNING PRINCIPLES

PRINCIPLES OF ADULT

LEARNING

PRINCIPLES

VOLUNTARY

PARTICIPATIONMUTUAL RESPECT

COLLABORATIVE

SPIRIT

ACTION &

REFLECTION

CRITICAL

REFLECTION

SELF

DIRECTION

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TASK 1.6 GROUP DISCUSSION

The illustration signifies the six common principles in adult learning. Provide examples of learning situations which you are familiar with which reflect any of these principles. Share your thoughts with your neighbour. Post your responses in the group’s blog.

END OF TOPIC SELF-ASSESSMENT Go to the following link which leads you to an inventory. Complete the inventory for you to gauge yourself as an adult learner. An added value of this inventory is it also enlightens you on the reasons to each correct answer.

TOPIC SUMMARY Unit One has covered the following;

a) Definition of ‘adult learners’ b) Characteristics of an adult learner c) Principles of adult learning d) Self-assessment on the characteristics of adult learners

15

REFERENCES & FURTHER READINGS

1. Faizah, A,M and Hazadiah, M.D. (2010) An assessment of 21st century adult learners’ needs: issues and challenges for institutions of higher education. In Strategies for Malaysian education in the 21st century: Series 1. Ros Aizan, Y.; Rohaya, A.W.; Norsidah, M.N; Norshiha, S. and Watters, J.J. (Eds.). Shah Alam:UPENA.

2. Fornaciari, C.J.; Dean, K.L. (2013). The 21st-Century Syllabus: From Pedagogy to Andragogy. http://jme.sagepub.com/content/early/2013/10/21/1052562913504763

3. Hazadiah Mohd Dahan, Faizah Abd. Majid.(2007)Scaffolding Adult Education: Narratives of Malaysian Practitioners UPENA

4. Knowles, M. (1990). Adult learners: The neglected species. London: Kogan Page.

5. Mocker,D.W. (1980). Cooperative learning process: Shared learning experience in teaching adults to read. In L.S. Johnson (ed.) Reading and the adult learner. 35 – 40:

International Reading Association

6. Raggatt, P; Edwards, R.; Small, N. (2013). The learning society: challenges and trends. 2013. New York: Routledge.

7. Characteristics of adult learners. http://www.rit.edu/academicaffairs/tls/characteristics-adult-

learners

8. Andragogy: what is it and does it help thinking about adult learning?

http://infed.org/mobi/andragogy-what-is-it-and-does-it-help-thinking-about-adult-learning/

16

This topic will enable you to discuss on playing your roles as a trainer and how that could cater to the trainees’ diversity. This could be done by raising your awareness on the diversity in the trainees’ thinking styles.

At the end of this topic, you will be able to:

4. Identify the roles played by trainers

5. Determine the differences in thinking styles among

the trainees

6. Cater to the different thinking styles

TASK 2.1 VIDEO REFLECTION Watch the following video. Discuss how different thinking styles among the adult learners could affect how you train them?

http://www.youtube.com/watch?v=zVdRa_SnDIE

PLAYING YOUR ROLE AS THE TRAINER

UNIT 2

17

TRAINERS’ ROLES TASK 2.2 THINK-PAIR-SHARE Reflect on your own practices as a trainer/facilitator. What are the roles you play? List them and compare your list with your neighbours’. Notice the similarities. The following diagram illustrates the many roles a trainer/facilitator plays. Identify the ones you have in your list.

A trainer is an agent to the knowledge construction of his/her trainees. Identifying the trainees’ prior experience and existing knowledge is always a MUST.

18

TASK 2.3 SYNTHESIS

Working in groups of four or five, go to the following link and synthesize the many ways of assessing your trainees’ prior knowledge. Provide the synthesis in an illustration (e.g. mind map, tree diagram, table, etc)

https://www.cmu.edu/teaching/assessment/priorknowledge index.html

Later, post your work in the group’s padlet.

TASK 2.4 SELF-REFLECTION Look at the picture below. How could a trainer ‘inspire’ his trainees? Post your comments in the group’s padlet.

19

THINKING STYLES Various psychology researches have confirmed that there are four common thinking styles. Each thinking style is dominated by one of the four upper-lower hemispheres of the brain. The following is a summary of the thinking style. Thinking styles have a lot of influence on how a person processes information. In the context of training, the trainees’ thinking style determines the way they acquire knowledge, organize their thoughts, form views and opinions, apply values, solve problems, make decisions, plan, and even express themselves to others. Hence, it playing your roles as an efficient trainer, you do need to also cater to the different thinking styles of your trainees.

TASK 2.5 SELF-ASSESSMENT Do you want to identify your preferred thinking style? Complete the following inventory to know the answer.

A) Cerebral-Left Logic Analysis Facts Measurement

B) Limbic-Left Organization Sequence Planning Detail

C) Limbic-Right Interpersonal Social Kinesthetic Emotion

D) Cerebral-Right Holistic Intuition Integration Synthesis

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www.cgribben.com psych th-stquiz.htm

http://www.thelearningweb.net/personalthink.html

MATCHING TRAINEES’ THINKING STYLE WITH YOUR TRAINING

Trainers could facilitate their trainees better when they are aware of their trainees’ thinking style. There are numerous thinking style inventories which could be used. However, what is more important is for trainers to strategize their approach in order to match their trainees’ thinking style. Below is the suggested approach for each thinking style.

Provides: Roles:

Cerebral-Left Rules, guidelines, samples,

templates, checklist

Judge, reference

Limbic-Left Guidelines, samples, templates Co-planner, reference

Limbic-Right Intellectual communication,

network, fieldwork

Mentor, friend

Cerebral-Right Dialogues, questions, challenges Partner, mentor, friend

TASK 2.6 SELF-REFLECTION Which aspect of our training so far do you like best? Why? Relate your responses to your identified preferred thinking style. Post your responses in the group’s blog.

21

END OF TOPIC SELF-ASSESSMENT

Complete the following Inventory to know more about you as a trainer.

10. When you noticed your trainees are losing motivation, you most likely will A) identify the cause B) ignore the situation C) discuss alternatives to motivate them back 11. In meeting the physical needs of your trainees, you most likely emphasize on A) flexibility in meeting deadlines B) conducive training facilities C) financial support 12. To assist your trainees to get a suitable focus in his training, you would A) ask him to rationalize his choice B) try to be agreeable to his suggestions C) suggest he follows your idea 13. To help your trainees to be open to critiques and comments, you would A) ask fellow trainees to comment on his work openly B) focus on his strengths and rooms for improvement C) defend his work 14. To develop your trainees’ potential as human capital, you most likely would focus on his contribution to A) his professional development B) your professional development C) the field of knowledge

SCORE FOR EACH OPTION: 1. A = 4 B = 6 C = 2 10. A = 4 B = 2 C = 6 2. A = 4 B = 6 C = 2 11. A = 6 B = 4 C = 2 3. A = 6 B = 4 C = 2 12. A = 6 B = 4 C = 2 4. A = 2 B = 6 C = 4 13. A = 4 B = 6 C = 2 5. A = 6 B = 4 C = 2 14. A = 4 B = 2 C = 6 6. A = 6 B = 4 C = 2 7. A = 2 B = 4 C = 6 8. A = 2 B = 4 C = 6 9. A = 6 B = 4 C = 2 IF YOUR TOTAL SCORE IS BETWEEN 28 – 42: YOU ARE SLOWLY BUT SURELY GOING TO HAVE A SUCCESSFUL TRAINING SESSIONS 43 – 70: YOU COULD BE SURE OF A QUITE SUCCESSFUL TRAINING SESSIONS 71 – 84: CONGRATULATION! YOU DO HAVE SUCCESFUL TRAINING SESSIONS

1. In your first meeting with your trainees, you are more interested to know about their A) level of knowledge B) background C) potential contribution 2. You noticed your trainee is very structured and orderly when describing ideas or facts. In reciprocal, you generally A) provide him with samples of good practices B) assist him with his plans C) challenges his ideas 3. During your discussions with your trainees, you realized his thinking is more global than local. In return, you generally A) challenge his thoughts B) tend to generally agree with him C) require him to follow your ideas 4. During the initial preparation of training/learning, your main role is generally to A) allow him to work on his own B) establish close contact C) provide him with the reading materials 5. In reading relevant training materials, you most likely encourage your trainees to A) synthesize the theories & facts B) summarize their readings in writing C) read and read 6. In guiding your trainees’ timeframe planning, you generally emphasize on A) feasibility B) targets C) constraints 7. Your main concern in their written assignment is how your trainee A) check their language B) adhere to the writing guidelines C) apply the new knowledge/skills 8. In monitoring your trainees’ progress, you tend to A) require constant report B) give your trainees independence C) ) discuss the progress 9. Your most preferred question in monitoring your trainees’ work is A) How do you establish/confirm this? B) What do you think others will think about this? C) Where did you get this from?

22

TOPIC SUMMARY Unit Two has covered the following;

a. The roles of a trainer b. The different thinking styles and determining your preferred thinking style c. Assessing your trainees’ prior knowledge d. Matching training strategies with the different thinking styles

REFERENCES & FURTHER READINGS

1. Chua, Y.P. (2004). Creative and Critical Thinking Styles. Serdang: UPM Press.

2. Copeland, M. (2005). Socratic Circle: fostering critical and creative thinking in middle and high

school. Maine:Stenhouse Publishers.

3. Corporate trainer responsibilities. http://work.chron.com/corporate-trainer-responsibilities-13453.html

4. How to become a corporate trainer. http://www.wikihow.com/Become-a-Corporate-Trainer

5. Roles and responsibilities of a facilitator. http://occupyreno.wordpress.com/facilitation-roles-mftgrs/

6. The role of a facilitator. http://www.virginia.edu/processsimplification/resources/Facilitator.pdf

23

This topic will enable you to discuss on the following areas: Definition of diversity, identify characteristics of diversity, learning styles in a diverse classroom, strategies for working with diverse learners, and teacher behaviors in a diverse classroom. At the end of this topic, you will be able to:

1. Define the term ‘diversity’

2. Identify characteristics of diversity using

Gardenswartz & Rowe’s (1994) Four Layers of

Diversity Model

3. Identify learning styles in a diverse

classroom (Auditory, Visual and Kinesthetic)

4. Identify strategies for working with diverse

learners

5. Acknowledge trainers behaviours in a diverse

classroom.

DEFINITION: DIVERSITY

A training session will be populated with a diverse group of participants who have a broad range

expectations and learning needs. Trainees are different in many ways such as race, ethnicity,

socioeconomic status, gender, learning modalities, cognitive development, social development and rate

at how they perceive and retrieve information. "Diversity usually is related to the ethnic background of

students. It is, however, a much broader concept. Anytime that a student [trainee] is different from the

rest of the students [trainees] in a class, that student [trainee] is diverse. Diversity can relate to gender,

sexual orientation, economic status, ethnicity, country of national origin, etc." (Oklahoma State

University, no date) Training can be highly effective when it engages trainees’ individual identities.

TASK 3.1 : GROUP DISCUSSION

At the end of the activity, you will be able to identify what diverse learners are and how they affect

trainings.

Get into groups of four or five. You are about to embark on a cooperative learning group activity. This

activity will lead you to engage in a brainstorming activity to access prior knowledge. A ‘Thought Wheel’

will be produced at the end of this activity.

OPTIMIZING

DIVERSITY

AMONG THE

TRAINEES

UNIT 3

24

Instructions: You will build your ‘Thought Wheel’. In the center cirle, write diverse trainees. In the

second tier, brainstorm words and phrases connected to diverse trainees. In the outside cirle, write

about the impact trainees have on trainings. Later, compare your ‘Thought Wheel’ with your group.

Notice the similarities and differences in your answers. Share and discuss the similarities and

differences.

Upon the group sharing session, you have actually engaged in a meaningful dialogue concerning diverse

learner.

25

CHARACTERISTICS OF DIVERSITY

The characteristics of diversity can be defined as representing a multitude of individual differences and

similarities that exist among people. It encompasses many different human characteristics such as race,

age, creed, national origin, religion, ethnicity and sexual orientation. The characteristics representing

diversity are illustrated in Gardenswartz & Rowe’s (1994) Four Layers of Diversity Model. According to

Gardenswartz & Rowe (1994) the four layer of diversity are organizational dimensions, external

dimensions, internal dimensions and personality.

Gardenswartz & Rowe’s (1994) Four Layers of Diversity Model

26

To understand the model, let’s read the simple explanations below:

PERSONALITY – (Inner Circle)

This is the dimension that constitutes the core model of diversity and covers all aspects of an individual’s

characteristics that could be classified as their “Personal Style”. Personality is described as traits and

stable characteristics of an individual that are viewed as determining particular consistencies in the

manner in which that person behaves in any given situation and over time (Winstanley, 2006) The other

layers help shape the individual’s perceptions, disposition and actions, as the individual interacts with

the world around them.

TASK 3.2 SELF-ASSESSMENT

Do you want to find out your personality as trainer? Complete the following personal inventory to find

out your personality.

http://psych.fullerton.edu/mbirnbaum/web/personalityB.htm

INTERNAL DIMENSION – (2nd Circle)

This represents dimensions that may not be easily changed by individuals. These characteristics are

assigned at birth such as age, race, ethnicity, gender and physical ability. The rest of the list is as follow:

Gender

Nationality and ethnicity

Social Class Background

Sexual orientation

Age

Mental and physical Capability

Religion / Worldview

27

EXTERNAL DIMENSION – (3rd Circle)

The external dimension represents those characteristics that deal with the life choices of an individual.

Individual exercises a higher level of control over these characteristics than in the organization

dimensions.

Geographic location

Income

Personal habits

Religion/Worldview

Educational background

Work Experience

Appearance

Personal status

Marital status

ORGANISATIONAL DIMENSIONS (Outer Circle)

The final Dimensional layers of this Diversity Model are defined as corporate or institutional affiliation. It

represents the outer layer and consists of characters such as management status, union affiliation, work

location, seniority, divisional department and work content/field. The characteristics of diversity

associated with this layer are under the control of the organizations in which one works. The people can

influence this layer in a limited capacity, because total control rests with the organization in which a

person works. The rest of the lists are as follow:

Functional Level/Classification

Work content/ Field

Research interest/ Field of study

Faculty/Centre/Department/Branch of study/Services and facilities

Work location/Study location

Type of employment

Duration of employment/Duration of study

28

TASK 3.3 SELF-REFLECTION

According to to Gardenswartz & Rowe (1994), diversity can be described as being like an onion,

possessing layers that once peeled away reveals the core. Do you agree with this statement?

Read over the factors on the four dimensions. Think about how the various factors influenced the

choices and decisions you made up to this point in your career. Which have had a positive impact? Post

your responses in the group’s padlet.

TASK 3.4 THINK-PAIR-SHARE

Looking at the factors again, think about those you have difficulty in accepting in other people. Which of

the factors do you make snap judgments on? What factors cause you to try to avoid contact with

others? Translate the factors into a ‘Thought Wheel’ and share your ‘Thought Wheel’ in the group’s

padlet.

Look at all the ‘Thought Wheels’ posted. How could the info displayed help you conduct trainings with

diverse participants?

LEARNING STYLES IN A DIVERSE CLASSROOM

Eddy (1996) acknowledges learning styles as the way in which we prefer to organize, classify and

assimilate information about the environment. In other words, how do we like to learn? It is important

for a trainer to be able to identify learners’ differences in terms of learning styles so that learning can

take place effectively in training sessions.

There are three main learning styles:

Auditory learners prefer to receive ideas and information by hearing them. These students may

struggle with reading and writing, but excel at memorizing spoken words. They often benefit

from discussion-based classes and the opportunity to give oral presentations.

Visual learners prefer to receive information by seeing it. They pay much attention to detail.

They are less to speak in class than their auditory peers and generally use words when they do.

Outlines, graphs, maps and pictures are useful in helping these students.

Kinesthetic-Tactile learners tend to learn best via movement and touch. These students are

often labelled “hyperactive” because they tend to move around quite a great deal. Because they

29

like movement, they may take many notes and learn best when allowed to explore and

experience the environment.

TASK 3.5 SUMMARIZE

It is important to note the various learning styles. If we looked at the description closely, we would

probably see some of ourselves in each.

How do you find out your students’ preferred learning styles? How can you accommodate to everyone’s

learning styles in class?

To find out more about tips and teaching in a diverse classroom, read this website.

http://cet.usc.edu/resources/teaching_learning/docs/teaching_nuggets_docs/2.8_Teaching_

in_a_Diverse_Classroom.pdf

Summarize the content of the article in a suitable diagram and post it in your group’s padlet.

STRATEGIES FOR WORKING WITH DIVERSE LEARNERS

Classrooms of today are extremely diverse. Trainers have to take into considerations of this diversity and

work towards optimizing the diversity for the trainees’ benefit. Trainees come from different

backgrounds; have different interests and different learning structures that they are accustomed to. It is

highly important for a trainer to choose the best method of training diverse trainee population in order

to be an effective trainer

30

TASK 3.6 INFORMATION TRANSFER

Take a look at the chart below. Read an online article at http://oic.id.ucsb.edu/international-ta-

handbook/teaching-undergraduates/teaching-student-diversity and fill in the speech bubble with

relevant information to further enhance your understanding on strategies to be implemented for

working with diverse learners. Discuss findings with your next neighbour.

STRATEGIES FOR WORKING WITH DIVERSE LEARNERS/TRAINEES

TRAINERS’ BEHAVIOURS IN A DIVERSE CLASSROOM

Certain behaviours and instructional strategies enable trainers to build a stronger teaching/learning

relationship with their culturally diverse trainees. Many of these behaviours and strategies exemplify

standard practices of good teaching, and others are specific to working with students from diverse

cultures. A number of these behaviours and strategies are listed below.

31

TASK 3.7 SUMMARIZE

Read an online article at

https://www.teachervision.com/teaching-methods/resource/6039.html?page=2

to find out more about trainers behaviours in a diverse classroom.

Which strategy do you find most challenging to adopt and adapt to when conducting trainings? Why?

How to implement it in your training?. Post your answers in group’s padlet and discuss.

TASK 3.8 VIDEO REFLECTION

The video explains some ideas to adopt in teaching to a diverse group of students. Watch the video and

summarize the content. Share your summary with your next neighbour.

Focus on the ways students learn and

observe students to identify their task

orientations

Instructional strategies

Appreciate and accommodate the

similarities and differences among the

students’ cultures

Teach students to

match their

behaviours to the

setting

Built

relationships

with students

32

http://www.youtube.com/watch?v=gUAeS2xtgMk

END OF TOPIC SELF-ASSESSMENT

Refer to http://www.schreyerinstitute.psu.edu/pdf/DiversityChecklist.pdf for DIVERSITY CHECKLIST:

GUIDELINES FOR COURSE PLANNING. The checklist discusses issues to keep in mind when designing and

leading a course. Go through the list and identify THREE (3) possible issues a trainer may face with their

trainees. Provide TWO (2) suggestions/ways to deal with the issue. Post the issues and suggestions on

group’s padlet.

TOPIC SUMMARY

Unit Three has covered the following:

a) Definition of ‘diversity’

b) Characteristics of diversity using Gardenswartz & Rowe’s (1994) Four Layers of Diversity Model

c) Learning styles in a diverse classroom (Auditory, Visual and Kinaesthetic)

d) Strategies for working with diverse learners

e) Trainers behaviours in a diverse classroom

33

REFERENCES & FURTHER READINGS

1. Tileston, D.W. (2005). What Every Teacher Should Know About Diverse Learners. Corwin Press:

California

2. Gardenswartz, L., Cherbosque, J., & Rowe, A. (2008). Emotional Intelligence and Diversity. A Model for Differences in the Workplace. Journal of Psychological Issues in Organizational Culture, Volume 1, Number 1, 2010 © 2010 Bridgepoint Education, Inc. and Wiley Periodicals, Inc. Published online in Wiley InterScience (www.interscience.wiley.com) • DOI: 10.1002/jpoc.20002

3. Responding To Diversity In The Classroom Through Curriculum And Assessment Policy Statements. www.education.gov.za / www.thutong.doe.gov.za/InclusiveEducation

4. Diverse Learners in Mainstream Classroom. Strategies for Supporting ALL Students Across

Content Areas. Yvonnes S. Freeman, David E. Freeman & Reynaldo Ramirez. 2008. Heinemann,

Portsmouth,NH

http://www.heinemann.com/shared/onlineresources%5CE01313%5CFreeman01313Sample.pdf

5. Supporting Linguistically and Culturally Diverse Learners in English Education

http://www.ncte.org/cee/positions/diverselearnersinee

6. http://dwashingtonllc.com/images/pdf/publications/the_concept_of_diversity.pdf

7. http://www.oakwoodcourt.ac.uk/equdisc/index.php?option=com_content&view=article&id=8&

Itemid=29

8. https://www.teachervision.com/teaching-methods/resource/6039.html

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This topic will enable you to discuss on the similarities and differences between a teacher and a trainer as well as preparing you to create relevant and engaging activities for adult learners.

At the end of this topic, you will be able to:

3. Differentiate the role of a teacher from a trainer

4. Create engaging activities for the learners

TASK 4.1 THINK-PAIR-SHARE

Before we start, let’s have a look at the diagram below:

Go to: http://www.polleverywhere.com/multiple_choice_polls/0LM4iWRh3ctx7yw and cast your votes!

Now, in pairs, discuss the similarities and differences between the roles of a teacher and the roles of a

trainer. Share your answers on the group’s padlet.

PROVIDING

ENGAGING

AND ACTIVE

LEARNING

FACILITATION

THROUGH

LEARNERS'

DIVERSITY

UNIT 4

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TRAINING ADULT LEARNERS

In training adult learners, there are two methods that you may use in your training:

Now, recall ONE GOOD TRAINING SESSION that you have had. Think of the activities that the trainer

used. Which method does it fit into? Share your answers in the group’s padlet.

CREATING ACTIVITIES FOR YOUR LEARNERS

After selecting the method that will direct your training session with the learners, the diagram below

exemplifies the process that you will go through in planning your training session.

TRAINER CENTRED

- Trainer controls the classroom

- Knowledge construction heavily rely on the trainer's input

- Sample of activities: Talk, explanation, demonstration

LEARNER CENTRED

- Learners actively construct knowledge

-Trainer coaches the learners

-Sample of activities: Simulation, role-play, discussion, discovery learning, games

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From the earlier units, could you think of the considerations that a trainer needs to take when he goes

through the process above? Try to fill in the call-outs with suitable answers.

PLANNING YOUR TRAINING SESSION

Given a random group to be trained often leads to having a diverse group of learners. Even if the

employer tries to categorize the learners in any way possible, there will still be mass variation in terms

of learner diversity as discussed in Topic 3. Thus, the planning stage is crucial to ensure that engaging

activities will be provided to the learners.

PLAN

CONDUCT REFLECT

?

?

?

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How do you answer these questions? The key here is to be as creative as you can!

TASK 4.2 BRAINSTORM

1. Brainstorm on the possible seating arrangements for these activities:

PLANNING

CLASSROOM

MANAGEMENT

PEDAGOGY

HOW AM I GOING TO ARRANGE

THEIR SEATS?

HOW AM I GOING TO GROUP

THEM UP?

HOW AM I GOING TO PROVIDE

INPUT FOR THE LESSON?

HOW AM I GOING TO GET THEM

TO COMPLETE THE TASKS?

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2. Do you remember how your teachers used to group you up in schools? How do you find it? Well,

in training adults, if the same method is used, nothing new is brought to the table. What are

some fun and creative ways you can use to group your trainees?

PLANNING YOUR DELIVERY APPROACH

In this modern world of technology, the input does not necessarily have to come from the teacher, as

exemplified in the chart below:

VIDEO EDITING

DISCUSSION

SIMULATION

TALK

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TASK 4.3 SELF-REFLECTION

Reflect on one of the worst trainings you attended. How was the input delivered to you? If you are given

the chance, how would you provide input to your learners/trainees? Be specific in giving your answers in

detailing the steps that you will take. Share your answers in the group padlet.

IN-CLASS GAMES

Just because your trainees are adult learners, that does not mean they should not have some fun! There

are many fun games that can be incorporated in your training sessions, especially in getting them to

accomplish a task.

TASK 4.4 VIDEO REFLECTION

Watch this video and answer the following questions.

INPUT

TV

INTERNET

RADIO

FRIEND

FAMILY

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http://www.youtube.com/watch?v=wam5PscoSjU:

1) How are the students’ attitudes?

2) How can the same game be adapted in your field of training?

3) Are there any other game options that you can introduce in your training?

Share your answers in the group padlet.

INTERACTIVE LECTURE (TRAINING) FORMAT

The following link provides 36 types of interactive lecture (training) format.

TASK 4.5 THINK-PAIR-SHARE

Identify THREE (3) types of interactive lecture (training) format which you like and provide THREE (3)

reasons why. Share your thoughts with your neighbour.

http://www.thiagi.com/interactive-lectures.html

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END OF TOPIC SELF-ASSESSMENT

Choose a potential topic that you might be asked to train your colleagues. Using the knowledge that you

have gained from this topic, create:

1) Suitable seating arrangements based on your activities

2) A grouping activity

3) A way to provide input

4) Method on getting the students to accomplish tasks

Share your activities with your friends!

TOPIC SUMMARY

Unit Four has covered the following:

a) Differences and similarities between a teacher and a trainer

b) Creating engaging activities for the learners

c) Choosing suitable interactive lecture (training) format

REFERENCES & FURTHER READINGS

1. Corder, N. (2008). Learning to Teach Adults: An Introduction. Routledge: New York.

2. Minton, D. (1991). Teaching Skills in Further and Adult Education. Macmillan: London.

1. Tileston, D. W. (2004). What Every Teacher Should Know About Diverse Learners. Corwin Press:

California

2. http://etc.usf.edu/broward/mod4/module4.html

3. http://od.msue.msu.edu/uploads/files/PD/Facilitating_Adult_Learning.pdf

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This topic will enable you to assess yourself as a

trainer. In particular, this topic will introduce to you

the concept of ‘reflective practice’ and later provide

tools to gauge your effectiveness.

At the end of this topic, you will be able to:

4. Identify the indicators of effective training

5. Apply the concept of ‘reflective practice’

6. Use relevant tools to assess yourself as a

Trainer

TASK 5.1 VIDEO REFLECTION

Watch the video and identify the FOUR (4) aspects emphasized by the speaker. Do you agree? Share

your thoughts.

UNIT 5

ASSESSING YOUR TRAINING PERFORMANCE

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http://www.youtube.com/watch?v=JRY-8w2hR5M

INDICATORS OF EFFECTIVE TRAINING

The first thing trainers need to ensure before assessing the performance of their training is to identify

the indicators of good training. The first video has highlighted four aspects: Trainer needs to

a) have the knowledge,

b) know how to pass that knowledge

c) know how deliver interestingly, and

d) know how to ‘make it’

TASK 5.2 SUMMARIZE

The following video further suggests a few basic things any trainer needs to do and have to ensure

effective training. Watch the video and summarize the content. Later, share your summary with your

neighbour.

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http://www.youtube.com/watch?v=qgbc-uCSRaw

REFLECTION TASK 5.3 SELF-REFLECTION

Reflect on the following quotation from Dewey. Share your thoughts in the group’s padlet.

“ Genuine freedom, in short, is intellectual; it rests in the trained power of thought, in ability to ‘turn things over’ to look at matters deliberately, to judge whether the amount and kind of evidence requisite for decision at hand, and if not, to tell where and how to seek such evidence.”

Dewey,J. (1997). How we think. Dover Publications.pp 66-7

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The importance of reflection is best said by Martin Luther King:

Reflection happens when;

An individual: a) recalls prior experience, b) thinks and rethinks, c) reconsiders & d) forms an evaluation

TASK 5.4 GROUP DISCUSSION There are several types of reflection. Look at the diagram below. In groups of four or five, determine examples of each type of reflection. Share your responses in the group’s padlet.

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REFLECTIVE PRACTICE In ensuring learning development, a trainer needs to also practice ‘reflective teaching’. Reflection-in-action is a common strategy done by an effective trainer while the training session is taking place. The act of reflecting in action enables the trainer to adapt his/her strategies to meet the immediate learning needs of his trainees.

FOR ACTION (BEFORE)

IN ACTION (DURING)

ON ACTION (AFTER)

TYPES OF REFLECTION:

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TASK 5.5 SUMMARIZE

Read the following article. In your own words;

1) What is reflective practice?

2) Why is it important?

http://www.teachingenglish.org.uk/article/reflective-teaching-exploring-our-own-classroom-practice

Share your responses in the group’s padlet.

TASK 5.6 SELF-ASSESSMENT

A trainer’s effectiveness is indicated by several broad aspects.

The following is a sample of a trainer evaluation form. Read through the sample evaluation form and

identify the aspects which determine the items in the evaluation form.

www.aici.org/resource/resmgr/.../5-28-13_trainer_self_evalua.docx

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TASK 5.6 GROUP DISCUSSION

The constructs you have identified are examples of the indicators of effective training. Working in

groups of four or five, list the aspects identified and post it in the group’s padlet.

END OF TOPIC SELF-ASSESSMENT

The following website directs you to an inventory which gauges your level of readiness as a trainer. The

inventory is called ‘e-SPARK’. Complete the inventory to know more about yourself as a trainer.

www.e-spark.com.mx

Another v y h h y p ‘Th I Q RRI’ C p

about yourself as a trainer.

The InQURRI

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TOPIC SUMMARY

Unit Five has covered the following:

a) Indicators of effective training

b) The concept of ‘reflective practice’

c) Tools to gauge trainers’ performance

REFERENCES & FURTHER READINGS

1. Burke, M.A. (2006). Reflection on practice: a study of five choral educators’ reflective journey. Applications of research in Music Education, 5(1). http://search.ebscohost.com, retrieved on 7 March 2007.

2. Dewey,J. (1997). How we think. Dover Publications.

3. Faizah, A.M. (2008). Tracing Decision-making from Reflective Journals: A Case Study of Pre-service Teachers in Kabilan, M. K. & Vethamani, M. E. (Ed). Qualitative Studies on English Language Teacher Development. Kuala Lumpur: Sasbadi-MELTA.

4. Self-reflection: How to do it right. http://www.myrkothum.com/self-reflection-how-to-do-it-right/

5. The Role of Self-Reflection, Emotional Management of Feedback, and Self-Regulation Processes in Self-Directed Leadership Development. http://hrd.sagepub.com/content/11/2/203.abstract

6. The Value of Self-Reflection - Any Time Of Year, It's Important To Self-Reflect.

http://k6educators.about.com/od/professionaldevelopment/a/self_reflection.htm

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