Training Methods and

Facilitation Skills in Adult

Education

By
Samuel Zinabu
Lecturer, department of AECD
Chapter One:
Introduction
FORMAL EDUCATION

This is the form of adult learning with which

we are most familiar.
Distinguishing characteristics are:
organized by professional educators,
there is a defined curriculum, and
Often leads to a qualification.
It includes study in educational institutions
like universities and technical and further
education colleges, and sequenced training
sessions in workplaces (Foley, 2000).
Non formal education

This sort of learning occurs when people

see a need for some sort of systematic
instruction, but in a one-off or sporadic
way (Foley, 2000).
Examples include workers being trained
to operate a new machine.
Training
 Training refers to an act
of inculcating specific
skills in a person.
 a way to develop specific
skills
 completely based on
practical application
 training is narrow
 Short duration
Education vs. Training
Education
 Education is all about
gaining theoretical
knowledge in the classroom
or any institution.
 a typical system of learning
 involves theoretical
orientation
 comparatively wider.
 Longer duration
Training Education

 prepares a person for the  prepares a person for future

present job. job and challenges
 The purpose of training is  the purpose is to develop a
to improve the performance sense of reasoning and
and productivity of judgement.
employees  teaches about the general
 Focus on how to do a concepts
specific task

Contd….
 Education Vs. Training
Basis for Comparison Training Education

Meaning The process of inculcating Theoretical learning in the

specific skills in a person is classroom or any institution
training. is education.
What is it? It is a method of skill It is a typical form of
development. learning.
Based on Practical application Theoretical orientation

Perspective narrow wide

Involves Job experience Classroom learning

Term Short term Comparatively Long term

Prepares for Present job Future job

Objective To improve performance and To develop a sense of

productivity. reasoning and judgments.
Teaches Specific task General concepts
Teaching and Training
 Teaching and training go hand in hand on many
occasions.
Teaching functions

 Impart new knowledge and skills to learners.

 Provide the necessary environment for healthy learning
to take place.
 Understand and facilitate the needs of learners
physically, academically and emotionally.
 Assess progress and provide support for the learners.
 Teaching takes place in a context that the teacher
provides with academic learning.
Contd…
Training functions
On the job skills based development.
Quality training that suits the needs of the
company.
An opportunity to accelerate development
and improve individual performance.
A chance to equip the academically sound
employee with the practical tools for the
job.
Teaching
 Teaching is the imparting of
knowledge and concepts. It
is an academic approach to
learning
 Teaching generally takes
place in a classroom
environment.
 Teachers are trained to
teach at training colleges
and teaching institutions.
Teaching Vs. Training
Training
 Training is the practical
sharing of skills to improve
on the learner’s
performance.
 Training generally takes
place in the work
environment or sports field.
 Trainers are often mentors
in the work place who have
the expertise to offer on the
job training.
Teaching Training

 Teaching gives pupils new  Trainers add skills onto

knowledge. existing knowledge.
 Teachers give reports and  Trainers are given feedback
feedback to learners to from the trainees to
monitor progress. improve on their
 Teaching is broader in its performance.
focus.  Training will focus on
specific skills.

Cond..
Learning
The process of change in behavior,
attitude, and skills.
Forms of learning
Formal learning: occurs as a result of
experiences in an education or training
institution, with structured learning
objectives, learning time and support
which leads to certification(UNESCO,
2009).
Non formal learning
: …typically does not lead to certification.
It is, however, structured (in terms of
learning objectives, learning time or
learning support).

Non-formal learning is intentional from

the learner’s’ perspective(UNESCO,
2009).
INFORMAL LEARNING

This sort of learning occurs when people

consciously try to learn from their
experiences.
 It involves individual or group reflection
on experience, but does not involve formal
instruction (Foley, 2000)..
Examples include the management
committee of a community centre
reviewing the operations of its organisation.
Contd….
Informal learning:
results from daily life activities related to
work, family or leisure.
is not structured (in terms of learning
objectives, learning time or learning
support) and
typically does not lead to certification.
may be intentional but in most cases it is
non-intentional (UNESCO, 2009).
Individual Assignment
Explain the differences and similarities of
learning and education
 A Theory of Adult
Learning: Andragogy
Andragogy: Historical Development

The term andragogy has a long history of

development and evolution

 (Chan, 2010).

Unlike pedagogy, which has been around

for thousands of years, andragogy
emerged in the 1800s
Contd…
Andragogy can be traced back to 1833
when Alexander Knapp, a German
educator developed the term while trying to
describe the practice Plato exerted when
instructing his pupils who were young
adults
 The term disappeared for nearly a century
ago and revived around 1921 by German
social scientist Eugen Rosenstock
Contd…
 In 1926 influenced by John Dewey
philosophy, Edward Lindman published
a seminal book entitled “The meaning of
Adult Education” (Knowles et al, 2005)
and formulated the essential philosophical
assumptions of adult education (Muneja,
2015).
Contd…
Until the 1960s, the model developed for
the children have been equally functioned
for adult learners
there was no a unifying theory of learning
to teach adults
Contd…
Later andragogy is popularized by
Malcolm Knowles in North America.
Malcolm Knowles have contributed more
to make adult education as separated field
of study and famous throughout the world
during the past four decades.
Knowles writing on andragogy gave a
brand name and transformed the
profession of adult education.
Contd…

Lack of research in the field of adult education is

attributed by full of surprise because many
influential ancient philosophers and educators such
as Confucius and Lao Tse of China; the Hebrew
prophets and Jesus in Biblical times; Aristotle,
Socrates, and Plato in ancient Greece; and
Cicero, Evelid, and Quintillian in ancient Rome
were really adult educators not teachers of children
(Knowles, Holton II &Swanson, 2005).
They had been a great conviction to instill the
learners into mental inquiry (Knowles et al, 2005).
Contd…
That is why Knowles (1984) eloquently write
“The adult learner: A neglected specious”.
Most educational theories are rooted on
behaviorist and cognitivist theory of
learning, teacher centered in which the
teacher serve as the guardian of knowledge.
However, adult educators recognize that
many colleges are moving from student
centered pedagogy to adult student centered
teaching strategies
Contd…
The differences between children and
adults learning has been debatable issue
for decades and pedagogy has been
providing education for both children and
adult without recognizing their real
differences, the same philosophy.
Andragogical Assumptions
At the outset, Knowles come up with four
basic assumptions about the
characteristics of adult learners in
which andragogy is premised and laid the
foundation of adult learning that are
distinguished from the assumptions of
pedagogy premised.
Contd…
These assumptions include as a person mature:
1) the self-concept moves from dependency to
independent personality and self-directedness,
2) the experience will increase both in quantity and
quality which will serve as a resource for learning,
3) readiness to learn shifts from postponed use to
immediate application of knowledge,
4) orientation to learn will be changed from subject
centeredness to performance centeredness
(Knowles, 1980).
Contd…
Later he added the two additional basic
andragogical assumptions: as a person
mature
1) he/she need to know why and how he/she
is learning and
2) he/she is highly motivated by internal
motivation (Knowles, 2005).
 CHAPTER TWO
The Concept of Facilitation,
Principles and Values
Teaching vs. Facilitation
Student vs. learner
Teacher vs. facilitator
Facilitator and facilitation
Facilitator
 is someone who helps a group of people understand
their common objectives and assists them to plan to
achieve them without taking a particular position in
the discussion.
 a person who guides and supports the participants to
help them explore their knowledge and experiences.
 The facilitator's job is to support everyone to do their
best thinking and practice through encouraging full
participation, promotes mutual understanding and
cultivates shared responsibility.
Contd..
 By providing non-directive leadership, the facilitator
helps the group arrive at the decisions that are its task.
 The role is one of assistance and guidance, not control.
Additionally, s/he has the task of creating a positive
atmosphere comfortable for effective adult learning to
occur.
 S/he is a catalyst that ensures learners’
participation/encourages participation and facilitate
more than lecture.
 By supporting everyone to do their best thinking, a
facilitator enables group members to search for
inclusive solutions and build sustainable agreements
Contd..

facilitators are responsible for guiding participants

through the content and stimulate the learning process.
the facilitator draws on the existing knowledge of the
participants and assists them in building on that
knowledge by providing input and training to fill
identified gaps.
The training and learning process shall be based on
active participation, group interaction and discussion.
 Contd…
Facilitation is the process of enabling groups to work
cooperatively and effectively.
In particular, facilitation is important in circumstances
where people of diverse backgrounds, interests and
capabilities work together.
Adults are not empty vessels to be filled up with
knowledge. The most important facilitation skill is the
ability to listen actively.
Facilitation encourages greater participation and
responsibility for decisions.
Through facilitation, group members come to value
and develop their own expertise and skills.
The facilitator ensures that the needs of individuals
within the group are recognized, acknowledged and
responded to; this is seen as an integral part of the task
at hand and not superfluous to it.
2.2. Qualities of Effective Facilitator

Research on effective facilitation has been

conducted for nearly a century.
However, many concluded that effective
facilitation could not be described or taught.
Good facilitators are like sponge.
They are never satisfied with the skills and
knowledge they have, and are aware that
their capacity for learning is endless.
Contd…
1. Enthusiasm
2. Warmth and Humor
3. Credibility and Trustworthiness
4. Encouraging and Supportive
5. Professional Demeanor
6. Ability to listen:
7. A sense of timing
 Enthusiasm: Promotes learning by helping to
motivate learners, by keeping them persistent at
tasks, and by helping them feel more satisfied
with the teaching. Enthusiastic facilitators vary
their voice, gestures, and expressions; they
move around the room, from front to back as
well as side-to-side; and they maintain a quick
lesson pace involving high levels of interaction
with learners or participants.
 Warmth and Humor:
 Seem mostly to influence participants’ learning indirectly by
promoting an environment in which learners feel free and are
motivated to participate.
 Warmth is conveyed by being a “real person” by
demonstrating concern for learners’ success, and by being
open.
 Humor can be spontaneous or planned.
 Facilitators should be able to laugh at themselves and at their
mistakes; they should avoid using sarcasm or teasing learners.
 However, warmth and humor, if overemphasized, actually
reduce learning, and so they are best used naturally and
sparingly.

 Credibility and Trustworthiness: create a relaxed,
supportive environment where learners trust the
facilitator to help them be successful.
 They are developed through open, honest teacher-
learner interaction, not through teacher’s position or
credentials.
 An effective facilitator forms a mutual trust relationship
with the group—the group trusts the facilitator to foster
a safe environment while the facilitator trusts the group
to engage in meaningful learning.
 Encouraging and Supportive: Effective facilitators
are encouraging and supportive of learners and convey
a sense of genuine respect for them and for their
individual abilities.
 Encouragement and support are most important when
learners are reluctant to begin new tasks or when they
experience difficulty and frustration.
 Facilitators demonstrate encouragement and support by
avoiding negative comments, by noting empowerment
not just perfection, and by helping learners reach
realistic goals.
 Professional Demeanor: Includes the
ability to calmly and effectively adapt to
changing classroom circumstances.
 This includes the ability to “read” what is
happening in the learning environment; the
level of learners’ understanding and
motivation, changes in the classroom
environment, and problems with instruction.
 Ability to listen: One way the facilitator learns
to sense the feelings of individuals and the
group is by acute listening, both to the explicit
meaning of words and also to their tone and
implicit meaning.
 In fact, facilitators generally speak less than
anyone in the group.
 And often the facilitator's comments repeat, sum
up, or respond directly to what others have said
 A sense of timing: The facilitator needs to
develop a "sixth sense" for time:
 when to bring a discussion to a close,
 when to change the topic,
 when to cut off someone who has talked too
long,
 when to let the discussion run over the
allotted time, and
 when to let the silence continue a little longer
 Values of Effective Facilitation
 Impartiality
 Participation
 Inclusiveness
 Respect
 Equality
 Trust and Safety
 Listening
 Preparedness:
 Flexibility
 Timekeeping
 Authority
 Impartiality: The trainer needs to be
neutral and objective and conduct the
training in an impartial and non-partisan
manner.
 Participation: Facilitation succeeds when
participants are motivated and enabled to
actively get involved.
 Inclusiveness: Participation in the training
and learning process needs to be inclusive.
 This means that the trainer has to be
sensitive towards the needs of individual
participants and their roles in the group in
order to find a way of adequately involving
each participant.
 Respect: The trainer must acknowledge and respect each
individual participant and ensure that all participants show
each other the mutual respect they deserve.
 The trainer also needs to be sensitive about issues of age,
culture and tradition and show the expected respect.

 Equality: Each participant is regarded as having an equal

right to contribute, to influence, to determine the direction
of the group.
 Equality also relates to respect, valuing of personal
experience and participation.
 Trust and Safety: To enhance participation by all, the
facilitator must encourage the development of trust and safety.
 Participants need to feel free and comfortable in the group.
 Listening: Facilitation means listening to what people are
saying and tuning in to what they are not saying.
 Preparedness: A good trainer should be prepared in order to
perform all tasks well.
 A good preparation of the training will make the trainer more
confident and enhance acceptance by the participants.
 Flexibility: Regardless of all advance preparations
and plans, the trainer also needs to maintain a high
degree of flexibility.
 Flexibility might be required to solve or work
around unexpected problems.
 Timekeeping: Every trainer needs to be punctual
and should set the training session for a reasonable
time and observe carefully the dates and times
allocated for activities.
 Authority: A good trainer/facilitator does not
need to be overly authoritative.
 However, a certain authority is required and the
participants need to respect the role of the trainer.
 The authority of the facilitator is closely linked
to the respect he/she gets from the participants
and the confidence and professionalism with
which the training is conducted.
 Roles of a Trainer/Facilitator

Training Designer and Planner

Manager
Educator
Moderator
Learner
Evaluator
Some of the common roles of an adult trainer/ facilitator
include:


 Training Designer and Planner: The facilitator is

responsible for assessing learning needs and evolving
learning objectives.
 He/she also plans the training strategy, works out the
detailed contents and sequences them and chooses
appropriate methods, learning materials and aids to be
used during the training.
 Ideally, the facilitator finds ways of involving the
learners in the designing phase.
 Manager: As a manager, the facilitator mobilizes
financial resources, plans dates and venue, schedules
logistics and required administrative support.
 He/she may be responsible for ensuring communication
with and mobilization of the training participants.
 However, in most cases, particularly if the trainings
form part of a larger project, this role is taken up by
another person or team and the facilitator may just be
contracted for conducting the actual training.
 Educator: The facilitator is responsible for
providing the main input on the training topic
for passing on the relevant information.
 Even if the training is participative and
interactive, it remains the responsibility of
the facilitator to ensure that the minimum
objectives of the training are achieved and
the relevant knowledge and skills have been
shared.
 Moderator: In order to enhance interaction and
participation, the facilitator has to be a good
moderator who can lead the group through the
different training sessions and discussion rounds.

 The moderator is responsible for discussions to be

constructive and respectful.

 This includes asking the right questions, encouraging

all participants to contribute and providing direction
if the discussion goes too much off-topic.
 Learner: The facilitator may be the main source of
information for the participants - but not the sole source of
knowledge.

 This awareness on the side of the facilitator is crucial in

adult education.

 The participants also have their knowledge to share and the

training shall be a learning process not only for the
participants but for the facilitator as well –with regard to
both gaining additional insights and testing and revising
training methods.
 Evaluator: The facilitator is also responsible for
assessing the success of the training with regard to
the effective application of the methodology, transfer
of skills and knowledge, level of participation etc.
 Ultimately, he needs to evaluate whether the
objectives have to be achieved.
 Each training activity must be used as an opportunity
to identify challenges, best practices and lessons

learnt so that subsequent activities can be improved.
A facilitator is not
 "The person in charge": The whole
group is responsible for learning.
 The facilitator's role is to help that
learning happen more effectively. Nor
does the facilitator have sole control of the
learning.
 Participants should have a voice in
determining the topics to be covered.
 A lecturer: The facilitator is a co-learner,
exploring all subjects as an equal partner
and contributing individual experience to
that of others.
 Necessarily an expert: Although
preparing each session, the facilitator may
not know as much about a subject as some
other members of the group.
 The center of attention: A good facilitator
generally speaks less than other participants;
instead she or he draws them into the discussion.
 An arbiter: In collaborative learning, no one, least
of all the facilitator, determines that some opinions
are "correct" or "more valid."
 The maid: While the facilitator takes initial
leadership in coordinating the sessions, she or he
should not become the only person who takes
responsibility.
 In a true adult learning situation, no one is "stuck".
 CHAPTER THREE
Common Training
Methods and Facilitation
Techniques of Adult
Learning
Contd…
There are many types of methods,
depending on what information or skill the
teacher is trying to convey.
When a teacher is deciding on their
method, they need to be flexible and willing
to adjust their style according to their
learners.
Any instructional method a teacher uses has
advantages, disadvantages, and requires
some preliminary preparation.
consideration in the selection of
Facilitation methods
the age and developmental level of the
learners,
what the learners already know, and what
they need to know to succeed with the
program,
the content, the objective of the learning
program,
the available people, time, space and
material resources, and the physical setting.
Contd…
There is no one "right" method for teaching a particular
lesson, but there are some criteria that pertain to each that
can help a teacher make the best decision possible.

Learners’ success in the learning is largely based on

effective teaching methods.

Teaching methods can be broadly categorized in two

forms;

1. Traditional and
2. modern methods.
1. Traditional Methods:

 These are methods in which learners passively attend

the presentation of the teacher.
 Learners’ participation in the class room learning is
very low.
 The teacher is believed to be an all knowing person,
and students are mere recipients of his knowledge.
 The teacher proceeds the class without involving
students and motivate learning through telling and
punishing.
 we are all most familiar with.
 Practicing in most of Schools, colleges, and
universities
Characteristics of traditional methods:

 typically takes place in an identifiable classroom

space, usually in a school or in an institution
dedicated to learning:
 An instructor who delivers information to
students
 A number of students who are all physically
present in the classroom and regularly meet at a
specific time
 Students simply sit and listen teachers’
presentation
 a. Lecture Method

 Information is presented orally to a class with a minimal amount

of class participation.
 It is a presentation usually delivered by an instructor to a group
of students with the use of instructional aids and training devices.
 Lectures are useful for the presentation of new material,
summarizing ideas, and showing relationships between theory
and practice.
 Lecture is, perhaps, the most common form of teaching method.
 Both auditory learners and visual learners will be benefited but
not for Tactile learners
 It involves the teacher talking to the students about the subject.
/the word
 lecture comes from the Latin word; latcare meaning to read
aloud.
b. Demonstration
 is a teaching method used with both large and small groups.
 A demonstration activity is when the teacher demonstrates
how to do something in front of their class.
 usually associated with showing practical skill.

 The purpose of doing demonstration is to show the students

how to do something in both words and action.

 It is widely used to introduce new skill to students.

 The method is based on the idea that skill comes from seeing
how something is done.

 Demonstrations become more effective when verbalization

accompanies them.
2. Modern Methods of Teaching

Modern methods of teaching refer to

techniques where students do more than
simply listen to a lecture.
Students are doing something including
discovering, processing, and applying
information.
 It is derived from two basic assumptions:

1. learning is by nature an active endeavor and

2. different people learn in different ways".
o Students are involved in more than listening, less emphasis is placed
on transmitting information and more on developing students' skills,
students are involved in higher-order thinking (analysis, synthesis,
evaluation), students are engaged in activities (e.g., reading
discussing, writing), and greater emphasis is placed on students'
exploration of their own attitudes and values.

o The teacher serves as a facilitator

o Modern teaching methods can occur in class or outside of class (e.g.,
computer simulations, internships, Active learning can be used with
all levels of students from first year through graduate students.

o Examples debate, group discussion, buzz group, pyramiding, etc.

 Common Facilitation Methods in Adult Education

Diversify/mix of methods to satisfy d/t

needs of the adult learner.

Consider the topic and the content

 Lecture

 The lecture method is the most commonly used teaching approach for
working with groups of learners.
 The facilitator presents and explains the relevant information that shall be
passed on to the participants.
 efficient tool to present a bulk of facts, information and concepts in a
relatively short time.
 It can be applied regardless of the size of the group of learners and works
well even with a very large group.
 It also allows for external experts to come in without taking over a
facilitator’s role.
 is much less participatory than other methods and does not promote
interaction in most cases.
 there is a risk that he/ she imposes a certain world view or perspective on
the topic on the participants.
 The pace of learning is determined by the facilitator/lecturer instead of
the learners themselves and individual learning needs are not catered for.
 The following ideas can help improve the effectiveness of
the lecture method:
 Organize and structure the presentation well in order to
ensure a logical flow and a good time management.
 Use (visual) supportive materials such as handouts, charts,
posters etc.
 Speak loud and clearly.
 Provide opportunities for questions and answers and
periodically a quick feedback from the participants whether
they have understood everything.
 Avoid too long periods of lecturing by providing frequent
breaks or mixing the lecture with other methods such as
short games, plenary discussion or group work.
 Brainstorming

 Brainstorming is a quick way of collecting participants’

ideas, views and suggestions in an open way.
 It is used to encourage the participants to freely share
what comes to their mind when thinking of a certain
topic, challenge or problem.
 The most important principle of the brainstorming
method – which always needs to be emphasized by the
facilitator - is that there is no right or wrong
contributions.
 At the initial stage of the brainstorming all contributions
are collected, regardless of whether they makes sense or
add value.
 It is possible to have a second round of input from the
participants in which the ideas brought forward are
further discussed or expanded.
 Brainstorming is a useful method to enhance participation
as it gives everyone an opportunity to contribute and it
allows many ideas to be expressed in a short time.
 It helps stimulate quick thinking, creativity and
imagination among the participants.
 It is important for the facilitator to not let the
brainstorming exercise be dominated by certain individuals
and to encourage every participant to contribute.
 The contributions should ideally be captured, for example
by writing them on a flipchart.
 It is important for the facilitator to ensure that
contributions are treated equally.
 Contributions should not be criticized, evaluated or
censored at the stage of brainstorming.
 Plenary

 In a plenary discussion all training participants come

together to discuss a certain topic and share their ideas and
opinions. The method enables participants to openly interact
and to not only express their views but also respond and
react to each other’s contributions. It helps the facilitator to
better understand the participants and to get their opinions
and perceptions.
 The challenge is that such a discussion in a large group can
be very time consuming and may easily loose its focus.
 Certain participants may dominate the discussion while
others remain passive and get bored.
 It is therefore important for the facilitator to establish clear
ground rules (e.g. regarding time management and mutual
respect during the discussions) and to provide direction and
re-direct the discussion if it goes off-topic.
 Small Group Discussion
Particularly if the group is very big, it can make
sense to break into smaller groups for discussion.
This gives each participant better chances and
more time to contribute.
Discussions in smaller groups can be more
intense, focused and results-oriented.
It is important to ensure that the group
discussions are well organized and structured,
for example by advising the group to pick a
chairperson or moderator, a timekeeper and a
secretary.
 Fishbowl
 The fish bowl is a special seating arrangement where one part (or
half) of the group sits together in an inner circle to discuss or
work on something, while the rest (the other half) sit outside the
circle to observe the inner circle.
 The methodology helps to discuss a certain topic with a smaller
group and getting relevant contributions from selected and
interested participants without leaving out the rest of the group
who is able to follow the discussion.
 Only participants in the inner circle can contribute to the
discussions.
 However, interested participants from outside can join the inner
circle by swapping seats with a participant from the inner circle.
 Participation in the inner circle is voluntary and anyone can leave
the circle and give another participant the opportunity to join in.
 The results and experience of the fish bowl discussion may
afterwards be reflected about in the plenary.
 Group Assignment

 The formation of smaller groups to work on a certain task or topic

is a popular method that forms part of most training activities.
 It enhances participation and interaction, helps the participant to
get to know each other better, build relationships and learn to
cooperate and practice their skills.
 The groups may either work on the same task or topic
simultaneously or they may each get a different assignment. The
latter approach is particularly useful if many different (sub-) topics
shall be covered in a short time.
 The assignment/instructions may be clearly defined so that group
has to work in a pre-defined format. Alternatively, the assignment
can be left more open to give the group a chance to work on the
topic in their own way, exploiting their own creativity.
 In order for the groups to work in an organized and coordinated
manner it may be advisable for the groups to assign certain roles,
e.g. a chairperson and a secretary.
Contd..
 After the group work, each group may present (and
discuss) the results in the plenary.

 Itis advisable to have a balanced mix of participants

in the groups and it should be avoided that
participants simply form groups based on existing
relationships.

 The facilitator may therefore use methods for random

group formation, for example by simply counting
through in order to assign group numbers to
participants.
 Role Play
 In a role play participants are asked to act out a specific real life situation
as a way to address a certain challenge or problem and suggesting ways of
how to handle it.
 Participants are assigned certain roles and are given information about the
person/ character they are representing.

 A role play can help to trigger a discussion or reflection and allows for a
change of perspectives.
 It is an effective tool for practicing skills, changing roles, trying other
options, being confronted with stereotypes and developing a broader
understanding of other perspectives.
 Role playing can be done as a demonstration in front of the whole group
or, if it is a large group, it can be done simultaneously by small groups.
 It is important that participants involved in the role play are properly
briefed in advance and that after the role play a de-briefing and reflection
with the group takes place so that the impressions and lessons from the
role play can be discussed.
Contd…
 The participants should be given an opportunity to talk
about how they feel, what they observed, what they
learned, and what they would do differently the next time.
 It is also important that after the role play the actors are not
being associated anymore with the roles they had taken in
the play.
 The role play exercise can potentially be sensitive since it
may for example lead to misinterpretations or trigger
emotions.
 Therefore the facilitator should clearly explain the exercise
and moderate the subsequent reflection in a sensitive
manner. Participation in the role play should be made
voluntary.
 Drama

 Unlike the role play, the drama follows a script.

 The actors are briefed in advance on what to say and do and can
rehearse.
 Thus, the outcome is more predictable.
 The drama method can be very useful to illustrate a point in an
appealing way.
 It can help to explain issues in a way that people can understand
more easily by relating to the characters, their actions and
relationships.
 Through a drama participants can learn while at the same time
being entertained.
 It can also help to reach people with a weak education
background or weak or no literacy skills.
 The challenge is that the drama can be very time-consuming and
may therefore not be suitable for a short training program. It also
needs a good concept and storyline and highly motivated
 Case Study

In a case study the facilitator presents a real

life situation (or invented scenario) to the
group, e.g. by telling a story or showing
pictures.
The participants will then be asked to address
the challenges, problems or dilemmas outlined
in the case study.
This is a useful method to relate the topic of
the training session to a real life situation
which encourages participants to develop more
concrete ideas.
 Skills Practice
Skills practice means that participants are
given the opportunity to apply their newly
acquired skill(s) in practice and to get
feedback from another participant, the
group or the facilitator on their
performance.
 Quiz
 A quiz can help to test the knowledge and skills
acquired by the participants in the course of the
training.
 It can also be a good way of repeating what has been
discussed and presented to enhance the learning effect.
 The competitive element can also stimulate interest and
alertness among the participants.
 A quiz can take different formats.
 For example it can be a quick exercise during or at the
end of a presentation or training session, but it can also
be turned into a whole session or event by organizing
some kind of a quiz show in which groups or
individuals compete against each other and which
brings in a strong element of entertainment.
 Images/Codes

 Pictures, photographs or short stories can be used as a code

in order to present a challenge or problem that needs to be
solved.
 A code is a way of communicating a problem briefly and
clearly to a group, which allows them to reflect and examine
it in order to gain new information or skills.
 The participants may for example be confronted with a
picture or short story and then be asked what they see in the
picture or what they heard in the story, what it means to
them, and what their ideas are regarding the problem or
challenge described.
 The facilitator will initially not provide further details or
additional information and rather let the participants
“explore” what they get out of the code.
 Songs & Stories

Songs and stories can be used as codes but they can

also serve other purposes.
For example they can provide a creative and
entertaining way to present information.
The facilitator may choose to use songs to pass on
some messages during the training.
Reference can also be made to traditional folklore
and participants may be asked to sing a (traditional)
song that related to the training topic.
Songs and dances can also be used as energizers for
the participants.
 Card Clustering
 Card clustering is a useful tool to structure discussions and brainstorming
exercises.
 Instead of an open brainstorming or discussion, participants are asked to
write their thoughts and ideas on cards (manila paper) which are then
collected and presented by putting them on the wall or on a flipchart.
 The exercise can take different rounds. For example, in a first round it can
have a brainstorming character and cards are simply collected, read out
and put on the wall.
 In subsequent rounds the contributions can be discussed, further
elaborated and for example grouped into certain categories.
 The method can be very effective and time-efficient since the participants
have to stick to the most important points and express themselves through
catchwords or short statements on the cards.
 It is important that the facilitator instructs the participants to write clearly,
use few words and only put one idea on each card. Since the exercise
requires material and a facility where the cards can for example be
displayed on a wall it may not be applicable in all contexts.
 Jigsaw Method

 The students are divided into small groups of five or six

students each.
 Each group member will be given a number and a task.
 each student's part--is essential for the completion and
full understanding of the final product.
 Students with specific task will make a group called
expert group and read their work to the group.
 Eventually each student will come back to her or his
jigsaw group and will try to present a well-organized
report to the group.
 any member has to the other five assignments is by
listening closely to the report of the person reciting
 Group Assignment
 Discuss the teaching/facilitation methods you are assigning. Write the
advantages and disadvantages of each method with a maximum of six
pages.

 Due date 28/09/2011 E.C

Group Types of teaching

Group 1 Team teaching, Gallery work, Problem based learning
Group 2 Cooperative learning, Independent learning, Seminar

Group 3 Interview, mentoring, Action Research

Group 4 Peer teaching, inquiry learning, Experiential learning
Group 5 Simulation, game, pyramiding
CHAPTER FOUR

LEARNING ENVIRONMENT
MANAGEMENT
Contd…
Learning environment is the place and
setting where learning occurs; it is not
limited to a physical classroom and
includes the characteristics of the setting.
Environment has a vital role for learning
Good environment enhances leaning
Poor environment reduces learning.
Safe, positive, and supportive learning
environment
Elements of the environment
The following five elements of the
environment should be considered by the
facilitators of adults learning
SPECH
S= Social environment
P= Physical environment
E=Emotional environment
C=Cognitive environment
H=Holistic environment
 Social Environment

Humans are social creatures and have a

need to belong within a social setting.

◦ Welcome signs
◦ Introductory activities
◦ Group activities
◦ Breaks
◦ Outside socializing opportunities
 The Physical Environment

 The physical environment consists of those aspects of the

learning room that exist independent of the people who
inhibit it.
 The shape and size of the room, the seating arrangement and
the location and availability of equipment and materials are
major aspects of the physical environment.

 Room temperature
 Noise
 Light
 Room size, layout and appearance
 Ventilation
 Equipment
The Emotional Environment

 It is important to foster and maintain each person’s self

esteem. Effective communication and empathy plays
an important role in maintaining respect and trust.

• Encourage involvement
• Acknowledge contributions
• Value individual differences
• Foster and expect respect
• Maintain confidentiality
• Be authentic
• Provide constructive feedback
 The Cognitive Environment

o Adults need to feel that what they are learning is relevant

and beneficial.

 Encourage involvement and participative decision making

 Describe “what’s in it for them”
 Link to prior knowledge and experience
 Cater for a range of experience and knowledge
 Provide practice opportunities
 Provide supplementary information
 The Holistic Environment

 Recognizes and incorporates the range of

differences and needs of each individual in
each of the elements of the learning
environment.

Use a range of examples

Use inclusive language
Recognize individual and cultural differences
Provide for individual learning preferences
 What is Learning Room Management?

Learning room management is defined as the methods and

strategies an adult educator uses to maintain an environment that is
conducive to learners success and learning.
Although there are many strategies involved in managing a
learning environment, a common denominator is making sure that
adult learners feel they are in an environment that allows them to
achieve their intended objective.
 It is also defined as the facilitator’s ability to cooperatively
manage time, space, resources and learner roles and behaviors to
provide a climate that encourages learning.
 Management is about control, about directing affairs, and
coping with uncertainties.
 Learning room management relates to the following:

 Controlling the learning situation

 Directing the learning for the learners
 Coping with the individual learner differences

 So learning environment management can be defined as

“…. managing the learning room situation to insure that
an atmosphere is generated where the most effective
learning takes place for all of the learners.”
Contd…
 Traditionally,
it has been viewed as reactive in nature with
a focus on how facilitators react after learners misbehave.
 The emphasis was on using discipline to control
misbehavior in learning environment.

 However, modern learning environment management

shifts in attention from reactive disciplinary strategies to
proactive or preventive, views of management.
 For today’s learning rooms, a comprehensive management
plan should include both proactive (pre-active) and
reactive (disciplinary) management strategies.
 Learning room management, then, can also be defined as
“the provisions and procedures necessary to create and
maintain an environment in which successful learning can
occur.”
Contd…
Everything a facilitator does has implications for
successful learning environment management,
including
creating the setting,
decorating the room,
arranging the chairs,
speaking to learners and handling their responses, putting
routines in place (and then executing, modifying, and
reinstituting them),
 developing rules, and
communicating those rules to the learners.
These are all aspects of learning room management.
Characteristics of effective learning environment
managers (Facilitators)
 They monitor learners carefully and frequently so that misbehavior is
detected early before it involves many learners or becomes a serious
disruption.
 They act to stop inappropriate behavior so as not to interrupt the
learning activity or to call excessive attention to the learner by
practicing the following unconstructive strategies
 They have a set of routines and procedures that they facilitate learners.
 They maximize the learning room’s physical space to facilitate easy
facilitator movement and proximity, as well as learner movement and
transitions.
 They begin the program with a set of class rules or guidelines that they
explicitly facilitate, monitor, and enforce.
 They plan well (they don’t wing it).
 They deal with interruptions effectively and efficiently.
 They encourage and nurture a sense of community, respect, and
personal relationships.
 They have a repertoire of options for dealing with discipline problems.
 Techniques for Better Learning Room Discipline

1. Focusing
2. Direct Instruction
3. Monitoring
4. Modeling
5. Non-Verbal Cuing
6. Environmental Control
7. Low-Profile Intervention
8. Positive Discipline
 1. Focusing

 Be sure you have the attention of everyone in your

learning room before you start your session.
 Don’t attempt to facilitate over the chatter of learners
who are not paying attention.
 The focusing technique means that you will demand their
attention before you begin.
 It means that you will wait and not start until everyone
has settled down.
 Experienced facilitators know that silence on their part is
very effective.
 They will punctuate their waiting by extending it 3 to 5
seconds after the learning room is completely quiet.
 Then they begin their lesson using a quieter voice than
normal.
2. Direct Instruction

The technique of direct instruction is to

begin each class by telling the learners
exactly what will be happening.
The facilitator outlines what he and the
learners will be doing this period.
He may set time limits for some tasks.
 3. Monitoring

 The key to this principle is to circulate. Get up and get

around the room.
 While your learners are working, make the rounds.
Check on their progress.
 Learners who are not yet quite on task will be quick to
get going as they see the facilitators approach.
 Those that were distracted or slow to get started can be
nudged along.
 The facilitator does not interrupt the class or try to make
general announcements unless she notices that several
learners have difficulty with the same thing.
 The facilitator uses a quiet voice and her learners
appreciate her personal and positive attention.
4. Modeling

 It is said that, “Values are caught, not taught.”

Facilitators who are courteous, prompt, enthusiastic,
in control, patient and organized provide examples
for their learners through their own behavior.
 The “do as I say, not as I do” facilitators send mixed
messages that confuse learners and invite
misbehavior.
 If you want learners to use quiet voices in your
learning room while they work, you too will use a
quiet voice as you move through the room helping
learners.
5. Non-Verbal Cuing
 Non-verbal cues can be facial expressions, body posture and hand signals.
Care should be given in choosing the types of cues you use in your learning
room.
 Take time to explain what you want the learners to do when you use your
cues.

6. Environmental Control

 A learning room can be a warm cheery place. Learners enjoy an environment

that changes periodically.
7. Low-Profile Intervention

 An effective facilitator will take care that the learner is not rewarded for
misbehavior by becoming the focus of attention.
 The facilitator monitors the activity in the learning room, moving around the
room, anticipates problems before they occur.
 8. Positive Discipline

 Use learning room rules that describe the behaviors you

want instead of listing things the learners cannot do.
 Instead of “no fighting,“ use “settle conflicts
appropriately.” Instead of “no gum chewing,” use “leave
gum at home.”
 Refer to your rules as expectations.
 Let your learners know this is how you expect them to
behave in your learning room. Make ample use of praise.
 When you see good behavior, acknowledge it. This can
be done verbally.
 A nod, a smile or a “thumbs up” will reinforce the
behavior.
Preventive learning room management

 This preventive approach the learning room management

must have two important facilities; facilitator must seek
learners input and be willing to use it to shape the
learning room environment, establishing a self-
disciplining environment requires focusing on positive
learner behavior as opposed to negative or inappropriate
learner behavior.

 Early studies on learning room management conducted

by experts compared the behaviors of effective an
ineffective learning room managers.
 Effective learning room managers accomplish the
following tasks
Setting Rules:

 Effective management requires proactive facilitators to define their

expectations for their learners.
 Therefore the facilitators should communicate her/his social and
academic expectations at the beginning of the program.
 Many facilitators find it necessary to establish a list of rules that
classifies their expectations from learner behaviors.
 There are some properties of a list of rules
 Establish the list during the first few meeting.
 Keep the list short.
 Include only these rules that you consider necessary to be
prepared to explain why each rule is needed.
 State each rule simply.
 Involve learners in setting rules.
 Focus on learner behavior need to achieve lesson goals.
 State consequences for breaking rules
 State rewards for the follow in rules.
Wittiness:

 The facilitator whose learners are at high level of

achievement, do not wait for the trouble to disturb and
then respond to the undesirable behavior.
 Also these facilitators are aware of events that can occur
during a learning room day.
 A facilitator’s ability to be aware of events occurring
simultaneously in the learning room called wittiness.
 During times when learners completed their seat work
assignments, these facilitators monitor the learners’
devious.
 If the learners demonstrate unexpected behaviors, these
facilitators calmly intervened and stopped the unwanted
behavior by getting learners back on task.
Overlapping:

The facilitator’s ability to manage more than one

learning room activity at a time is called overlapping.
While the facilitator is working with one group,
he/she has the ability to attend to other learners.
Facilitator can effectively overlap by pausing
momentarily to comment on each learner’s work and
by periodically looking up and controlling the class.
 Another way to overlap is to casually direct a
question or comment to a learner who appears to be
disengaged in the lesson, especially who is disturbing
the class.
Lesson Momentum:

The best learning room managers are

careful to keep the lesson moving at a
brisk pace.
Inappropriate learner behaviors increase
when the lesson becomes boring.
Effective facilitators set a time limit for
the task so that they motivate learners
Good preparation:

 Good preparation gives the facilitator time to be proactive.

 This facilitator doesn’t have to scramble between classes setting
up materials, printing copies in the office, and hurriedly writing
instructions on the board.
 Instead, because she has handled these details earlier, she is
standing outside her learning room, welcoming each of her
learners as they arrive at her door.

Every learner hears the facilitators call him by his own name.
Before class begins the facilitator has good idea who is sad or
happy today.
 He knows who is angry and likely to vent that anger soon.
 The proactive facilitator has planned his/her session so that he has
a few minutes at the end of each period to get things ready for her
next class before passing time.
Why Students Misbehave?

Teachers can respond more appropriately

to misbehavior if they understand why
students misbehave.
Researchers propose that, whether they
are aware of it or not, students misbehave
in order to meet four basic needs.
Contd…
1. Seeking attention. Students need
attention to know that they are a member
of the group and often behave in
inappropriate ways to gain that attention.
2. Seeking power. If the teacher is seen as a
barrier to gaining power in the
classroom, a student may misbehave in
an attempt to undermine the authority of
the teacher.
Contd…

3. Seeking revenge.
This misbehavior is often in response to an earlier power
struggle in which the student was embarrassed, humiliated, or
treated with disrespect, especially in front of peers.

4. Seeking isolation. That is they just want to be left alone.

These students generally are overwhelmed with feelings of
inadequacy.
They have abandoned hope that their parents or the teacher will
help them, so they misbehave to frustrate the teacher and to get
the teacher to leave them alone.
Unfortunately, being left alone further erodes their sense of
inadequacy.
 While much misbehavior can be attributed to students' active or passive
efforts to meet their needs, researchers point out that some misbehavior
is actually caused by teachers.
 Researchers identified for principal teacher behaviors that cause
misbehavior in the classroom.
 Inadequate preparation is perhaps the most common.
 Lack of planning regarding the structure and pace of learning activities
leads to students' restlessness and misbehavior.
 Second, teachers sometimes, often unknowingly, treat students
differently.
 As a result students perceive that the teacher has certain favorites or
enemies.
 Misbehavior results when students react to this differential treatment.
 Teachers who are verbally abusive, especially those who use "friendly"
sarcasm, also cause misbehavior.
 Finally, when students feel that teacher responds unfairly to
misbehavior, further misbehave often results.
Managing Difficult Participants

 Unfortunately, there are times when, as a facilitator,

you will have to manage the behaviors of challenging
or difficult participants.
 Managing difficult situations is something that
facilitators generally try to avoid as nobody likes
conflict.
 However, experience dictates that unresolved
situations in a training environment often
deleteriously affect the learning of other people in the
group.
 Therefore, inappropriate or difficult behavior needs
to be managed efficiently and effectively.
Group Assignment II
 Evaluate the learning environment of the IFAE centers you are
assigned. Discuss briefly each of the following elements of the
environment looks like in the centers.
◦ Social environment (maximum of one page)
◦ Physical environment (maximum of one page)
◦ Emotional environment (maximum of one page)
◦ Cognitive environment (maximum of one page)
◦ Holistic environment (maximum of one page)
 Maximum of 5 pages
 Evaluation Criteria
◦ Accuracy
◦ Focus
◦ Coherence
◦ Clarity
◦ Readability
CHAPTER FIVE
LEARNING AIDS IN
ADULT EDUCATION
Definitions of Learning Aids
 Learning aid encompasses all the materials and physical means a
facilitator might use to implement instruction and facilitate
learners’ achievement of instructional objectives.
 The instructional media selection process is a systematic
approach and an integral component of the instructional systems
design process.
 When selecting the most appropriate instructional media for
learning, consideration must be given to a number of variables
that may influence the selection of one medium over another.
 Using a systematic approach to media selection ensures that
appropriate instructional media are employed to support desired
learning objectives.
 Media selection analysis must evaluate general and specific
criteria, including instructional, learner, and cost aspects for each
delivery (instructional medium) to ensure attainment of the
instructional goal.
Types of learning aids

 Different types of educational experiences exist -

from hands-on apprenticeships to role-playing, from
demonstration to reading printed text.
 Some educators believe that different experiences
are more or less effective for achieving different
types of instructional outcomes.
 For example, text with pictures is not as effective for
as live demonstrations for teaching motor skills.
 Instructors who are considering the use of media
should ask themselves, “How do I expect the media
or type of learning activity to make learning more
effective?
instruction media
◦ Real objects and models
◦ Printed text (books, handouts, worksheets)
◦ Printed visuals (pictures, photos, drawings,
charts, graphs)
◦ Display boards (chalks, bulletin,
multipurpose)
◦ Interactive white boards
◦ Audio and video (Tape and Television)
Instructional AIDS
Instructional AIDS can be grouped as
1. Visual aids
2. Audio aids
3. Audio visual aids
 Visual Aids: The aids which use sense of vision are
called Visual aids. For example; actual objects, models,
pictures, flip charts, maps, flash cards, flannel board,
bulletin board, chalkboard, overhead projector, slides
etc. Out of these black board and chalk are the
commonest ones.
 Audio Aids: The aids that involve the sense of
hearing are called Audio aids.
 For example: - radio, tape recorder, gramophone,
Tele lecture etc.

 Audio - Visual Aids: The aids which involve the

sense of vision as well as hearing are called Audio-
Visual aids.
 For example: - television, video tape, film projector,
film strips etc.
Importance of learning aid (Why use them?)

 As a rule, educational experiences that involve the learner physically

and that give concrete examples are retained longer than abstract
experiences such as listening to a lecture.
 Instructional media help add elements of reality, for instance, including
pictures or highly involved computer simulations in a lecture.

◦ Motivation: teaching aids motivate the learners so that they can learn better
◦ Clarification: Through teaching aids, the teacher clarifies the subject matter
more easily.
◦ Saves Time and Money
◦ Classroom Live and active: Teaching aids make the classroom live and
active.
◦ Avoids Dullness
◦ Direct Experience: Teaching aids provide direct experience to the learners
Characteristics of Good learning aid

◦ Simple and to the point

◦ Suitable and relevant to the task
◦ Essential and necessary
◦ Interesting and challenging
◦ Saving effort and time
◦ Promote learners understanding
◦ Attract and hold learners attention
Some of the principles of using aids in
the instruction are the following
• It should be large enough to be seen by all the
class
• It should be easily moved and transported
• Only essentials are included
• It should be durable and strongly constructed
CHAPTER SIX
Introduction to Assessment in
Adult Education
The Concept of Assessment in Adult Education

Assessment of learning refers to a process of

gathering information in order to determine the
level of achievement of the stated learning aims
and objectives.
Facilitators can assess learning activities to
verify the extent to which learners have
acquired the necessary knowledge, skills and
values.
They can also use it to identify problems that
arise with the teaching and learning strategies
used.
 Assessment of learning has at least three main functions.
 The first is diagnostic, where facilitators identify what
learners can do before participating in any teaching and
learning activities.
 The second is formative, where facilitators monitor the
progress made by the learners. they indicate to the learners
what they are doing well and what they need to improve on.
 The third is summative, where facilitators make definite
judgment about the progress made by the learners and use
the results tom predict the future competence of learners
based on their present performance. Assessment of learning
should take place at different stages in aprogram.
Assessment Methods
 Facilitators can assess learning using participatory methods, where
both learners and facilitators are actively involved. This follows the
principle of cooperation among Africans. Both facilitators and
learners be involved in identifying outcomes and assessment criteria,
discussing the assessment through feedback and keeping effective
records for future reference.
 Methods of assessment can also involve learners and peers, as well
as internal and external assessors.
 There is no single way to conduct an assessment exercise because
the variety of information that we are likely to look for.
The main sources from which such information can be obtained are
 Feedback from classroom observation
 Feedback from learners themselves
 Feedback from facilitators
 Feedback from other stakeholders
 Each of the main sources of from which information can be
obtained, listed above, could use application forms,
assessment checklists, worksheets and learning journals,
written class exercises and assignments to carry out their
assessment.
 the process could also involve the use of conversation oral
questions and answers, practical work role play, simulation,
exhibition, interviews and discussions, demonstration and
oral exercises.
 It may be necessary for the facilitators to discuss this with the
learners and decide which methods to use for assessment.
 Africans believe that “smoke does not affect honeybees
alone” , honey gatherers are also affected
Interview and discussion
Facilitators can assess the contributions of adult
learners through interviews and discussions. These
can range from formal, structured interview to
informal, unstructured discussions. They can also
hold such interviews and discussions with either
individuals or groups.
They could observe the activities and contributions of
individuals with in the group.
They could also group members to indicate the exact
contributions of the individuals.
 In addition individuals can indicate what their own
contribution been
Demonstration
The facilitators can ask the learners to
demonstrate an activity or event as a way
of finding out whether the are capable of
doing something.
For example, adult learners may
demonstrate how to purify their water
before drinking or how to prepare milk fro
soya beans.
Role Play
Comments made by colleagues about how well
the particular learner understands his or her role
Reactions fro colleagues about how clearly the
learner was able to communicate his or her ideas
efficiently and effectively
Assessing the creativity levels of the learners as
well as how the learner was able to interact with
the others in the role play
Determine whether the learner used the speech
and body language efficiently and effectively.
Class exercise
The facilitator has the responsibility to
asses the performance of the learners in the
practical aspects of the subject.
A class exercise that may be in oral or
written form is a useful method for
assessing adult learners.
Oral exercises could be in the form of oral
examinations, seminar presentations, small
group discussions, graphics and practical
performance or demonstration.
Portfolios
 A portfolio is a collection of learners experiences and achievements
during a period of educational activity.
 This folder is a progress portfolio.
 The progress portfolio records the achievements made by the learners
from the start until the end of the program.
 Performance portfolios can provide a collection of work that can be used
to judge the achievement of learners.
 It can contain almost all the activities embarked upon by the adult
learner.
 Portfolios are useful for assessment because they are a record of learners
accomplishments over time.
 This records can be kept in a folder.
 this portfolio can be individual learning goals prepared by the learner
before and after the session
 Portfolio can be very motivational for learners, because they can display
what they have accomplished.
The End !!!