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close this bookTeacher Training: a Training Guide (Peace Corps, 1986, 249 p.)
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close this folderDay one
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close this folderSession 1 - The peace corps volunteer as a teacher trainer
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close this folderSession 2 - Adult learning
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close this folderTotal time 1 1/2 hours
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close this folderSession 4 - Child and adolescent learning
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close this folderSession 6 - Lesson planning
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close this folderSession 7 - Classroom teaching techniques
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close this folderSession 9 - Classroom management
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close this folderSession 10 - Assessment of student learning
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close this folderSession 11 - Supervision and observation
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close this folderSession 15 - Training design (continued)
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Session outline

Total Time: 1 1/2 hours

Objectives: By the end of the session, the participants will be able to:

- discuss the basic principles of andragogy.
- identify four different learning styles of adults.
- evaluate the implications of adult learning theory for the teacher trainer.

Materials: wall charts of the theory of andragogy, learning style inventory exercises, newsprint, markers, tape

Activities:

20 min Croup Brainstorm The participants brainstorm and list on newsprint what they think the major differences are between teaching adults and children.

15 min Lecturette

A short talk contrasting the theories of andragogy and pedagogy.

15 min Discussion

In pairs, the participants relate the above theories to their own experiences.

30 min Learning Styles Exercise The participants complete Kolb’s learning styles exercise and discuss the results.

10 min Discussion The trainer leads a short reflection, relating the session’s material to the participants’ work.

Total Time: 1 1/2 hours

Overview: The Adult Learning session has two purposes: to introduce the participants to the basic theories of adult learning and to set the foundational context for the training program. Although the participants are all teacher trainers, during the next several days they will also be adult learners.

The first part of the session focuses on the basic principles of adult education as outlined by Malcolm Knowles in his book The Modern Practice of Adult Education. Often the teacher trainer finds him/herself in the ambiguous situation of training others to be pedagogues (teachers of children) while he/she is acting as an andragogue (a teacher of adults). Thus the initial brainstorming session is designed to help the participants clarify for themselves the differences between the two approaches. This is followed by a lecturette on the theory of andragogy.

The second half of the session emphasizes that regardless of how people are taught, individuals have different learning styles and an understanding of these different styles is crucial for the teacher trainer to be effective. The third activity of the session is therefore an exercise in which the participant learns not only his/her own learning style, but also those of the others in the group. The closing reflection highlights the importance of approaching teacher training from an adult learning perspective.

Objectives: By the end of the session, the participants will be able to:

- discuss the basic principles of andragogy.
- identify four different learning styles of adults.
- evaluate the implications of adult learning theory for the teacher trainer.

Session materials: wall charts of the theory of andragogy, learning style inventory exercises, newsprint, markers, tape