Tip #212: Two Models of Adult Education
This Tip compares two models of adult education, the expert presenter and the learning facilitator, to determine which is more effective. 1. Expert Presenter There
March 27, 2008
This Tip compares two models of adult education, the expert presenter and the learning facilitator, to determine which is more effective. 1. Expert Presenter There
This Tip discusses a time I audited a class and saw what a kinesthetic learner needed so he would be able to actively participate. We’ve
This Tip discusses my definition and examples of participatory conference workshops that actively engage participants. These days, when training conferences solicit proposals from trainers to
This Tip provides an example of a template to design learning objectives for training focused on changing attitudes. In the lesson design process, we identify
This Tip introduces a template for identifying skill-building key content that takes the place of a task analysis. Identifying Skill-Building Key Content In the lesson
This Tip introduces the UCLA Mastery Teaching Model, intended to ensure that learners are set up for success. The UCLA Mastery Teaching Model The fourth
This Tip looks at the Taxonomy of Educational Objectives which identifies the building blocks of learning. The Taxonomy of Educational Objectives The third model is
This Tip discusses how to check for comprehension and debrief activities, information which should be in a facilitator guide. How to Check for Comprehension Check
This Tip discusses starting facilitator guides with an overview of the training philosophy to put trainers in a participatory training mindset. Over the past weeks,
This Tip discusses the process for designing a facilitator guide, which includes a set of questions to tailor the guide to the trainer. Designing a
This Tip shares the questions I ask SMEs to help them identify the learning activities appropriate and necessary for the training. Identifying Learning Activities with
This tip discusses the steps I take with managers to prove that lecture is ineffective when compared to participatory training. I blame it on the