4.

File and link sharing

THE METAPHORS ABOUT TEACHERS 5. Surveys and polls
6. Virtual real time or physical classroom sessions,
lectures, seminars.
1. A TEACHER IS A GARDENER
7. Brainstorming sessions (Virtual or face to face)
2. A TEACHER IS A COACH
8. Group Activities such as role play and games
3. A TEACHER IS A MOUNTAINEERS GUIDE
9. Field trips
VOCABULARY 10. Projects and case studies.

 FACILITATE

Etymology:  LEARNER CENTERED

- 1610’s “make easy, to render less difficult.” - The students are encouraged to take more
- from French faciliter “to render easy,” control of their learning process.
- from stem of Latin facilis “easy to do,” - The trainer's role becomes that of facilitator a
- from facere “to do”(from PIE root dhe-“to set, and organiser providing resources support to
put” learners
- to make it easier or forward
 TEACHER CENTERED
 LEARNING - The teacher plays the main role in the teaching
Etymology: and learning process.
- He/she is regarded as the person who possesses
- Old English leornung “study the action of knowledge. all the
acquiring knowledge,” verbal noun from - The teacher talks and the listen
leornian
- Meaning “knowledge acquired by systematic
study, extensive literary and scientific culture” is STRENGTH AND WEAKNESSES TEACHER CENTERED
APPROACH OR LEARNING
from mid-14c. Learning curve attested by 1907.
 FACILITATING LEARNING
Pros
- In turn the participants learn with and from each
other as they identify and implement solutions - Classroom is orderly and the teacher will be in full
to challenges, problems or other developmental control of the classroom due to the students remaining
issues. They might also set their own objectives quiet.
and be responsible for learning assessment. - Since students are responsible of learning on their own,
- The students are encouraged to take more they also learn to be independent and make their own
control of their learning process. decisions.
- The trainer’s role becomes that of a facilitator - Students don't have to worry about missing an
and organizer providing resources and support important topic because the teacher directs everything.
to learners.
Cons
A. TEACHER’S ROLE IN FACILITATED LEARNING - Communication skills may lack in some students because
- Create and manage collaborative learning since they work alone, they do not get to collaborate
experiences, group learning or in which with others in the class.
exchanges between instructors and among - Teacher-centered learning can get boring for some
learners and learners Occur over a period of students.
time. - Teacher-centered learning doesn't allow students to ask
questions, express themselves or be in charge of their
own learning
B. FACILITATED LEARNING TAKES PLACE
1. On-demand tutorials, presentations, and keynote STRENGTHS AND WEAKNESSES OF FACILITATED LEARNING
addresses. ADVANTAGES
2. Online or face to face group discussions and
exchanges. - Students have increased levels of feedback during lesson
3. Hand-outs readings, and links to relevant websites time.
- Students take responsibility for their own learning. inquiry into the subject matter. Scaffolds adjust in structure
- Teachers are able to provide specific feedback to those from highly guided to open inquiry depending on learners'
individuals/ groups that they feel need it. abilities to self-guide their learning. Instructors act as coaches
- The teacher can quickly identify those learners how may and mentors to support the learners' inquiries.
need further instructions.
2. Learner choice
- Learners are aware of what "success" looks like and
recognize this within others performances Learning activities and assessments provide learners with the
- Students develop skills that allow them to teach others freedom to choose how to execute their assignments and /
and transfer skills that they understand to others. or with the opportunity to personalize the assignment to
personally relevant interests. This increases learner's
DISADVANTAGES
ownership of the learning process so that they are less likely
- May be difficult to keep control of lesson. to feel they are participating in a process owned by the
- Cannot guarantee quality of lesson / learning done by teacher or the educational system. This freedom can also
the students. address the diversity of interests in the classroom.
- Learners may stray off task or get distracted.
3. Learner relevant
- The quality of feedback may differ from student to
student and group to group. When learning activities and assessments are rooted in
- If students are allowed to use technology during the learners' backgrounds, personal interests, passions, and /or
lesson, they may not use it appropriately. values, learners regard the learning as relevant, take
- Students may stray from the materials or teaching carfs ownership of their learning, and are willing to put in the effort
that the teacher has given them to follow, performing needed to learn. When learning activities and
the skill incorrectly. assessments are applicable to learner's life they become
personally meaningful, are viewed as useful and to have
purpose.

4. Learner socially - culturally connected

10 PRINCIPLES OF COMPETENCY-BASED CURRICULUM
1. The training is based on the curriculum developed Learning activities and assessments encourage connections
from the competency standards. between the subject matter and the learner's social context
2. Learning is modular in its structure. and lived experience. Social - cultural connections to the
3. Training delivery is individualized and self-paced. subject matter can also address learner diversity and make
4. Training is based on work that must be performed.
learning more inclusive.
5. Training materials are directly related to the
competency standards and curriculum modules. 5. Learner self-expression
6. Assessment is based on the collection of evidence of
the performance of work to the industry-required Learning activities and assessments encourage learners'
standards self expression and opportunities to speak their minds. The
7. Training is based on and off-the-job components. freedom to share subjective opinions, thoughts, and feelings
8. Training allows Recognition of Prior Learning (RPL). deepens the connection of newly learned concepts to
9. Training allows for multiple entry and exit. learners' prior knowledge and increases ownership of learning
10. Approved training programs are nationally accredited as individuals.

6. Learner creativity
Learner-centered Principles
Learning activities and assessments encourage learners'
- Learning Experience design draws on learners' creative expression and provide them with the freedom to
interests, needs, feelings, contexts, and mindsets experiment with ideas and to arrive at novel solutions and
to drive the learning task design. Its aim is to insights. The ability for learners to express themselves
personalize the learning experiences for the learner. creatively can contribute to the enjoyment of learning and
To accommodate the diversity of learners, the make learning fun and engaging. Creative expression further
following task principles accommodate such a expands learning to go beyond reproducing existing
learner-centered design. knowledge and encourages knowledge building and the re-
1. Learner-led interpretation of existing knowledge, processes, and
structures.
Learning activities and assessments are learner led and
provide scaffolds that support learners in their independent 8 ADULT LEARNING PRINCIPLES:
 - To effectively transmit information within an informed decisions, and incorporate learning on a
organization, either through a dedicated training daily basis.
program or a more general organizational learning
Tips for using this principle:
effort, adult learning principles should be utilized.
- Adults learn differently than children, and - Use learning outcomes to demonstrate the value and
organizations that successfully implement these benefits of the learning material.
principles will reap the benefits of a well-informed - Curate learning paths that are tailored to your
workforce. company, to better serve learners.
- Alongside these principles, there are various adult - Make accessing knowledge simple, to help
learning theories that can help organizations improve employees get started.
their training programs.
2. Adults use their life experience to facilitate learning
1. Adults have a higher sense of self-direction and
motivation -Adults, of course, have more experience than
children.
- Adult learners are much more self-directed and
motivated than young learners. -Adult learners rely heavily on their experiences
when they engage in learning, and they benefit from training
-Adults tend to learn because they want to or they programs that understand this.
see the direct benefit of learning, rather than because they
are told to or are expected to. However, just because adults -Content that draws from real-world examples,
have a larger reservoir of motivation, it doesn’t mean that relatable scenarios and builds on direct experience will lead to
they will learn just anything. a more meaningful understanding of the subject.

How can you use this in your training? -Although using existing experience can help adults
more quickly understand new information, there is a
- You can follow the principles of Self-directed downside. The experience that learners draw from might be
Learning theory, and allow your employees to drive outdated, incorrect, biased, or incomplete.
their own learning journey. Employees can be
encouraged to identify their own learning needs, plot -Learners should be aware of these common
how to achieve their goals, find resources, then challenges and know how to guide themselves to new
assess their own progress. conclusions. Understanding how to search for resources,
- Online learning is an ideal environment for this type expert opinions, proven data and relevant publications is a
of learning, and gives employees the ability to follow key skill that an adult learner will need to use.
flexible learning paths, access to services that curate
How can you use this in your training?
and recommend learning content to prevent skill
gaps, and AI that is developed to deliver content -You can take advantage of this learning principle
tailored for each individual’s needs. using Social Learning Theory. This theory states that learners
will combine their own experiences and observations to gain
a more full understanding of concepts. Training provided
SELF DIRECTED LEARNING
through an online learning platform can deliver personalized
- This theory, also known as SDL, was developed in learning materials based on an individual’s previous
1997 by D.R. Garrison and builds on Malcolm experience using AI algorithms.
Knowles’ theory of andragogy.
SOCIAL LEARNING THEORY
It folds in concepts of how adults self-manage, creating
- Developed by Albert Bandura in the 70’s, this theory
a theory with the premise that the adult learner:
combined behaviorism and cognitivism.
1. Takes the initiative to understand what they need to
Social learning theory presumes that learners:
learn. The learner sets learning goals, finds the
resources they need, creates, and follows a learning 1. Will gain information by combining their own
plan, then they evaluate their own results. experiences with observations of the rewards and
2. Will seek out those who can help them, including punishments that others receive for their actions.
teachers, mentors, or peers. 2. Observe the response to behavior within the
3. Will respond positively to being in control of their workplace and gain understanding as to how they
own learning journey, putting in the time to make should act from that.
 3. Imitate the behavior of those around them who they 1. Acquire knowledge in a more holistic and deep
respect. fashion when they actively explore a real-world
issue.
Tips for using this principle:
2. Should work on this problem for an extended
-Provide bias training, to help learners understand timeframe, investigating, developing, and testing the
how to acquire new information that might be at odds with potential solutions, while using instructors for
their previous experience. feedback on a regular basis.
3. Will understand knowledge more completely as a
-Develop training materials that draw heavily on result of having to actively apply it.
scenarios that learners will face in their day-to-day roles.
Tips for using this principle:
3. Adults are focused on achieving goals
-Teach learners the SMART method of goal setting.
-Adults enter the learning process focused on results.
They need to know how the information will help them -Ensure that the information provided is relevant to
achieve their goals, whether personal or professional. the learner’s current role and work-related challenges.

-In designing learning programs, instructors need to -Clearly show the value of the information. When a
keep this in mind and make sure that the learner is given learner can instantly see this, they will apply it to real-life
plenty of tools and information that will help them reach their problems instantly and they will learn faster.
goal.
4. Adults need to know how the information is relevant
-The learner, however, also plays an essential role in
-To properly engage a learner, the relevancy of the
this. They need to set clear, achievable goals for themselves,
information within the training program must be highlighted.
and be driven to engage with the content to reach their goals.
-So, both the immediate, short-term relevancy and
-Adult learners will be energized and motivated
the long-term benefits of engaging with the content should be
when they see how the content they are engaging with will
highlighted in such a way that the learner will immediately
help them reach their goals. This energy can be harnessed
dedicate themselves to learning.
and used to drive the learning process, leading to better
results. Andragogy means the art and science of teaching adults, as
opposed to pedagogy, which is the art and science of teaching
How can you use this in your training?
children.
-With Project-based Learning, you can take
Developed in 1968 by Malcolm Knowles.
advantage of this need to reach goals. Giving a group of
learners a recognizable, achievable goal in the form of a Andragogy theory posits that the adult learner:
problem that they must solve, you will be able to encourage
Is much better suited to direct their own learning than a child
the development of knowledge, skills, and teamwork.
learner.
-This can be done in many formats, but an increasing
Uses their own knowledge base and life experience to aid in
number of organizations are turning to gamification in online
their learning.
training to encourage project-based learning. Learners are
motivated to engage with leaderboards, weekly goals and Will be engaged, present, and ready to learn when the
other ongoing challenges. material is of immediate relevance, such as in a new job,
social, or life role.
-Other organizations use learning paths, which are
made up of various stages, each with a goal that the learner Wants to be able to apply new information immediately to
must meet and an evaluation that must occur before the solve problems in their life.
learner can progress to the next stage.
Needs to have a voice in both the planning and evaluation of
PROJECT BASED LEARNING their learning experience.
- This theory, developed by John Dewey in 1897, Tips for using this principle:
centers around the idea of learning by doing, usually
as a group. For all types of learning content, demonstrate both short and
long-term benefits to learners.
The theory posits that learners:
Provide many types of content, allowing learners to engage Set aside time after knowledge acquisition for learners to
with the types they feel most relevant for them. practice their new skills.

Relate materials to each role by tailoring the learning path. 6. Adults are looking for help and mentorship

5. Adults are practical -Adult learners understand that looking to an

experienced role model will help them in their learning
-When developing a training program, keep in mind
journey.
that the knowledge gained should be applied immediately.
-As an organization develops it’s training program,
-Adults learn quickly and remember what they learn
creating opportunities for mentorship can add a great amount
when they can turn around and apply that knowledge in their
of value for both the mentor and mentee and has the added
role.
bonus of developing relationships within and across teams.
-Learning materials should be constructed with
-Learning by example is a powerful way of accessing
practical examples, using real-world scenarios and problem-
new knowledge, allowing learners to quickly gain information
solving that requires learners to access their experience and
and simultaneously avoiding common mistakes.
knowledge.
How can you use this in your training?
How can you use this in your training?
-This concept draws from Social Learning Theory.
-This concept works well with Experiential learning, a
This theory states that learners will gain information by
learning theory that prizes hands-on learning and the use of
combining their own experiences with observations of the
experiences to ensure that knowledge is gained in a complete
rewards and punishments that others receive for their
fashion.
actions, and that they will imitate the behavior of those they
-Some companies prefer to develop role-playing respect.
games that lead individuals through the multitude of
-An organization can create a mentorship program, in
decisions that they need to make in their role every day,
person or online, pairing younger workers with more
showing the consequences if a bad decision is made.
experienced role models. Online seminars and workshops can
-In any case, an organization should connect learning allow colleagues in different offices to share their wisdom and
to real-world applications and give learners the opportunity connect with each other.
to quickly apply new knowledge in their roles.
SOCIAL LEARNING THEORY
Experiential Learning
- Developed by Albert Bandura in the 70’s, this theory
- This type of learning theory was developed in the combined behaviorism and cognitivism.
70’s by David Kolb.
Social learning theory presumes that learners:
-It centers hands-on learning and uses experiences to
1. Will gain information by combining their own
demonstrate concepts. In experiential learning, the learner
experiences with observations of the rewards and
will:
punishments that others receive for their actions.
1. Actively participate in the learning process. 2. Observe the response to behavior within the
workplace and gain understanding as to how they
2. Reflect upon their experience after the participation stage, should act from that.
developing and firming the knowledge that they have gained. 3. Imitate the behavior of those around them who they
respect.
3. Consider the successes and failures of the learning process,
in order to develop improvements for the next learning Tips for using this principle:
activity. In doing so, they will use abstract conceptualization
to use the new skills that they have learned during the Develop ways to connect learners with mentors within the
process. organization.

Tips for using this principle: Set up seminars, online or in person, to provide learning
opportunities across departments.
Focus on delivering knowledge that can quickly be applied in
the learner’s day-to-day role. Create a culture of learning and knowledge sharing
throughout the organization.

7. Adults are open for modern ways of learning

 -Adults are flexible when it comes to how they -Organizations should build their training programs in
engage with knowledge. They understand that it can be such a way that they grant learners an ownership stake in
gained in a variety of different ways, and are willing to try new what they are learning. In doing so, they will find that the
formats. learners will give more effort into exercises, offer relevant
feedback, and will be active learners.
-By offering a variety of sources and options, an
organization can ensure that all learners have access to -This can be done by allowing learners to choose
learning content that engages them. their learning path in an online training platform, or granting
access to learning resources for learners to engage with at
-When developing a training program, an
their own discretion.
organization should provide many types of content, such as
online courses, blogs, YouTube videos, webinars, apps, and -The more that the learner is involved, from the
conferences. planning stages to evaluation to feedback, the more onboard
they will be with the entire process. Adult learners will
How can you use this in your training?
respond negatively to being treated like a child, and with good
An organization can use the theory of Constructivism when reason.
developing training in this area. It is the theory that learners
create their own meaning when learning, serving as the
engine behind their own knowledge development by linking
old information to new and then contextualizing it.
How can you use this in your training?
By offering a variety of learning paths, with different formats,
Action Learning theory would be a good fit for this principle,
a learner is able to acquire knowledge in a wide variety of
as it allows learners to have control over their learning
manners and successfully contextualize it.
process. Using action learning, a group or person is asked to
CONSTRUCTIVISM solve a problem while simplifying the solution.

-This theory states that knowledge is created not by Through a process of asking questions, reflection and then
transmission from instructor to the learner, but rather by a action, learners will explore the subject and gain knowledge
learner creating meaning for themselves. through doing so. Once the process is complete, more
reflection will allow learners to understand how they could do
Constructivists believe that the learner:
better next time.
1. Actively creates their own meaning and knowledge
ACTION LEARNING THEORY
from experiences.
2. Is the engine behind their own knowledge -This theory was developed by Reg Revans in 1982
development, linking old information to new and and is concerned with solving problems while simplifying
then contextualizing it. solutions, often in a group dynamic.
3. Uses their own personal and cultural experiences to
In Action learning theory, learners:
contextualize new information.
1. Follow a process of asking questions about the
Tips for using this principle:
problem to better understand it, reflecting on what
Be flexible about learning, it doesn’t only happen in a possible solutions might be, identifying the best one,
classroom! Look for new ways to transmit information. and then finally taking action.
2. After taking action, learners will then reflect again,
Remember that people learn differently, and provide many
questioning their process, the results, and how they
ways to access knowledge.
could improve them.
8. Adults want to choose how they learn 3. Build cohesiveness, gain the collaborative ability, and
better understand group dynamics throughout the
-Adult learners respond positively to self-directed process.
learning.

-Being able to control how and when they learn

means that they are more likely to be fully engaged with the
content, rather than simply going through the motions of
learning.