INSTRUCTOR GUIDE
Train-the-Trainer Series
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Mastering Adult
Learning Methods
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Michael
Mastering Adult Learning Methods
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recording, or otherwise without the prior written permission of Velsoft Training
Materials, Inc.
Courseware Version: 4.0
Table of Contents
Preface .........................................................................................................................1
Understanding Your Training Package .................................................................................................. 1
Preparing for Training ........................................................................................................................... 2
Our Top 10 Training Tips ....................................................................................................................... 3
Materials Required ............................................................................................................................... 4
Related Courses .................................................................................................................................... 4
Additional Resources ............................................................................................................................ 5
Agenda .........................................................................................................................6
Icebreaker: Crazy Times ........................................................................................................................ 7
Session One: Course Overview ......................................................................................8
Setting the Stage ................................................................................................................................... 8
Agenda Review.................................................................................................................................... 10
Course Overview ................................................................................................................................. 11
Learning Objectives............................................................................................................................. 11
Action Plans and Evaluations .............................................................................................................. 12
Session Two: Learning Theory — Andragogy ............................................................... 13
Teaching Adults ................................................................................................................................... 13
Best Practices of Adult Learning ......................................................................................................... 17
Teacher/Instructor/Facilitator/Mentor .............................................................................................. 20
Session Three: Learning Methods — Reflection .......................................................... 21
Reflection ............................................................................................................................................ 21
Self-Reflection ..................................................................................................................................... 22
Self-Reflection Exercise: N’Derial III .................................................................................................... 25
Group Reflection ................................................................................................................................. 32
Break ................................................................................................................................................... 35
Session Four: Learning Methods — Experiential Learning ........................................... 36
Experiential Learning .......................................................................................................................... 36
Session Five: Learning Methods — Self-Directed Learning .......................................... 43
Self-Directed Learning......................................................................................................................... 43
Examples of Corporate Creativity ....................................................................................................... 45
Morning Wrap-Up ............................................................................................................................... 51
Lunch ................................................................................................................................................... 51
Energizer: Guess Who ......................................................................................................................... 52
Session Six: Learning Methods — Project-Based Learning ........................................... 53
Project-Based Learning ....................................................................................................................... 53
Session Seven: Learning Methods — Action Learning ................................................. 58
What is Action Learning? .................................................................................................................... 58
Session Eight: Practice ................................................................................................ 63
Capstone Exercise ............................................................................................................................... 63
Session Nine: Reflective Practice................................................................................. 65
Reflective Practice............................................................................................................................... 65
Pre-Assignment Exercise ..................................................................................................................... 67
Workshop Wrap-Up .................................................................................................... 69
Mastering Adult Learning Methods
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PREFACE
UNDERSTANDING YOUR TRAINING PACKAGE
Your Velsoft training package contains the following items:
•
Instructor Guide: Contains all textbook information plus this preface, icebreakers,
activities, delivery tips, and more!
•
Learner Manual: Contains textbook information as well as areas to take notes. Each
manual also includes an evaluation form, action plan, and recommended reading list.
•
Handouts: Contains Pre- and Post-Course Assessment Answer Keys as well as any
additional information or activity resources.
•
Pre-Assignment: Task for participants to complete before the workshop to get them
thinking about the learning that will take place.
•
PowerPoint Slides: PowerPoint presentation highlighting talking points in the course.
•
Quick Reference Guide: Two-page cheat sheet of tips and facts covered in the
course.
•
Outline: Word document that outlines the overview and objectives of the course and
summarizes each session to be covered.
•
Advertorial: Pre-made flyer that you can customize and distribute.
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PREPARING FOR TRAINING
To begin, read through this Instructor Guide. This is intended to be a guide and not
absolute! Be guided by your experience, the needs of the participants, and your own
common sense, as well as the information in here. Most of the suggestions and all of the
information have been developed through research and hands-on, classroom experience,
but you will want to customize the material for your particular audience.
Practice writing on flip chart paper before the workshop. You may want to draw lines on
the paper (lightly, in pencil) to help you. As well, many of the flip charts suggested in this
course can be prepared ahead of time. The first page should be set up like this:
•
Name of Workshop
•
Facilitated by <Your Name>
•
Your Organization’s Name
For an extra touch, include sheets with the words Courtesy, Participation, and
Confidentiality written on them and post them around the room. You might also want to
add the words Exercises, Role Play, Learning, and Fun.
Have an emergency kit ready with the following items:
•
Extra markers
•
Tape and sticky putty
•
Adhesive bandages
•
An extension cord
•
Safety pins
•
Tissues
•
A bottle of water
•
A fuzzy toy (which can be used for many activities and to spice up any lecture)
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Arrive at least one hour before the start of the session to ensure that:
•
Signs are placed directing trainees to your room.
•
The classroom is set up as desired.
•
You know where washrooms, break facilities, smoking areas, and fire exits are
located.
•
You have all necessary resources for the day.
•
Materials for the morning are laid out, particularly for the icebreaker.
•
Pens, sticky notes, and scrap paper are placed at every table.
•
If you are using a laptop, it should be connected to the projector and both items
should be turned on.
OUR TOP 10 TRAINING TIPS
Although we will provide advice throughout the workshop, there are a few tips that we
think every trainer should know.
1. Always shake hands with each participant and introduce yourself as they come
into the classroom. This breaks the ice and sets the type of friendly atmosphere
that is conducive to learning.
2. Always practice before the big day, even if you have delivered the course
beforehand.
3. Bring extra activities with you, such as a list of children’s games that is adjusted
for adults.
4. Always have a backup plan! For example, if you plan to use PowerPoint slides,
make sure you have a copy of the Instructor Guide, which includes the
information to be covered.
5. It is a good idea to print the instructor guide and place it in a three-ring binder,
including any customized information. Also, during the workshop make notes
about what worked and what did not. This will be a resource that you can build
on in the future too!
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6. Things will go wrong during your workshop. If you are well prepared and
confident, you should be able to resolve most situations quickly and easily. Try
not to let participants see you stressed!
7. Involve participants as much as you can. Have them help you set the agenda,
guide activities (by passing out or collecting forms, for example), lead
discussions, and improve the course. The more participants put into it, the more
they will get out of it.
8. Be ready to learn. Often, workshop instructors learn something during the
sessions. Challenge yourself!
9. Tie everything back to the workplace. It is no good knowing information unless
participants know how to use it.
10. And finally… do not be afraid to have fun! Bring a few fuzzy toys and use them as
a speaking hat during discussions – whoever is speaking has the toy. Plus, it
sparks creativity and keeps participants interested.
MATERIALS REQUIRED
•
Flip chart paper
•
Markers
•
Computer and internet accessibility
RELATED COURSES
•
Developing Your Training Program
•
Training Needs Analysis
•
The Practical Trainer
•
Advanced Skills for the Practical Trainer
•
Measuring Training Results
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Making Training Stick
ADDITIONAL RESOURCES
If you would like more information on training, Velsoft offers Train-the-Trainer courses at
several different levels. We also like the following books:
•
The Trainer’s Tool Kit, by Cy Charney and Kathy Conway
•
Diversity Training, by Cris Wildermuth
•
Games that Teach, by Steve Sugar
•
Sivasailam Thiagarajan’s books on games and activities
If you have a favorite resource, please share it with us!
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AGENDA
8:30-8:45
AGENDA
8:30-8:45
Icebreaker: Crazy Times
8:45-9:00
Session One: Course Overview
9:00-9:30
Session Two: Learning Theory- Andragogy
9:30-10:15
Session Three: Learning Methods- Reflection
10:15- 10:30
Break
10:30- 11:00
Session Four: Learning Methods- Experiential Learning
11:00- 11:45
Session Five: Learning Methods- Self-Directed Learning
11:45-12:00
Morning Wrap-Up
12:00-1:00
Lunch
1:00-1:15
Energizer: Guess Who
1:15- 1:45
Session Six: Learning Methods- Project Based Learning
1:45-2:15
Session Seven: Learning Methods- Action Learning
2:15-3:45
Session Eight: Practice
3:45-4:15
Session Nine: Reflective Practice
4:15-4:30
Workshop Wrap-Up
© 2005-2022, Velsoft Training Materials Inc.
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SESSION ONE: COURSE OVERVIEW
(8:45-9:00)
SETTING THE STAGE
Introductions
Introduce yourself. Establish credibility by giving examples of training experience, and your
own experiences with today’s topic, including some war stories if you have them.
Give the participants a chance to introduce themselves to you. You will probably want to
know their name, their department, their position title, and what their interest is in today’s
topic.
Ground Rules
Ask participants for some ground rules that should be followed during the course. Record
ideas on flip chart paper. After the activity, create a final version and post them where
everyone can see.
Some common ground rules include:
•
What we say in this room will stay in this room.
•
We can disagree with one another and provide feedback as long as we do so
constructively and respectfully.
•
We will all put on our listening hats when someone else is speaking.
•
Everyone will participate to the extent that he or she feels comfortable. You get out
of a workshop what you put into it.
•
We agree that this is the place to make mistakes and to learn.
•
We agree to each be responsible for our own behavior.
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Housekeeping Items
Let participants know:
• When the workshop will end
•
When breaks and lunch will be
•
Where they can find break and restroom facilities
•
Where fire exits are and what will happen if there is an emergency
•
What the building’s smoking policy is
•
How you would like cell phones to be handled, although this should be agreed upon
by all participants
•
What the classroom food and drink policy is
Instructor information will appear in text boxes with one of the following titles:
 Trainer’s Tip
 Activity Ideas
 Discussion Points
 Extra Information
 Slide or Handout or Workbook Material
 Handy Quotes
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AGENDA REVIEW
Present the agenda as a handout, PowerPoint slide, or on flip chart. Review the topics and
the timeline.
Here is how our in-house trainer handles some common concerns.
This looks like a lot of information. Will we be able to cover it all?
Reassure participants that today’s timeline is indeed feasible. If issues arise, promise that
you will involve participants in solving the problem, rather than cutting out topics or breaks
autocratically.
We would rather spend more time on x rather than y. Is that possible?
If it is at all possible, accept suggestions like these. For example, you may be able to move
an activity (particularly discussion activities) from one topic to another. Make a few minutes
before the session to prepare.
I was expecting to discuss _______. Is it included in today’s course?
If it is included, reassure participants and let them know when it will be covered. If it is not
included, suggest resources or provide additional information. If you do not have the
answers, promise participants that you will track the information down and get it to them
as soon as possible. (Give a timeline if you can.)
I did not realize that this course covered_______. Why is it included in today’s course?
This can be a tough one! Usually, I briefly explain the connection and let participants know
more information will be provided when the topic is covered.
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COURSE OVERVIEW
Ask learners to turn to Session One in their workbooks. Read the introduction below.
 Workbook Material
Course Overview
Teaching adults necessitates different methods than those that are used for children. Adults
have a wealth of experience when they enter the classroom and are motivated to learn. To
maintain this motivation, educators must ensure that there is a connection between the
learning objectives and activities, and the real life of the adult learner. Educators must
provide opportunities for adult learners to use their aptitudes, abilities, and existing
knowledge to engage in new, relevant learning experiences.
The one-day course draws on andragogical best practices and hands-on experience with
several learning methods (reflection, experiential, self-directed, project based, action
learning) to give the educator a set of methodological tools for successful adult education.
The course also emphasizes the importance of reflective practice to continually improve
one’s education craft.
LEARNING OBJECTIVES
At the end of this workshop, you will be able to:
•
Compare and contrast the teaching of children (pedagogy) and adult learning
(andragogy).
•
Apply best practices in adult education within your own classroom.
•
Explain the importance of reflection in adult learning.
•
Develop and use self-reflection and group reflection within classroom activities to
enhance learning.
•
Explain the importance of experiential, self-directed, project based, and action
learning in adult education.
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Develop and use experiential learning, self-directed, project based, and action
learning classroom activities to enhance learning.
•
Make use of reflective practice to continually improve one’s education craft.
Give participants a moment to write down their own learning objectives in their workbook.
ACTION PLANS AND EVALUATIONS
Next, pass out evaluations and action plans. (Both of these items are in the Handouts folder
and the Student Manual.) Ask participants to work on these throughout the day. They will
also have a few minutes at the end of the workshop to finalize their ideas.
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SESSION TWO: LEARNING THEORY —
ANDRAGOGY
(9:00-9:30)
In developing learning for adults, it is important to follow andragogical best practices to
ensure learning is maximized and the curriculum is suitable for adult learners.
In this session, we first contrast how adult learning differs from the teaching of children. We
then look at best practices for adult education as explained by Malcolm Knowles.
TEACHING ADULTS
Andragogy
Let’s have a look
at Session Two, it’s
one of my favorites.
The idea of pedagogy dates back to ancient Greece where the profession of educator first
emerged. The word is formed from the Greek ‘paidos,’ which means ‘child,’ and ‘agogos,’
which means ‘leader.’ This theory and practice of learning, based on the social, political and
psychological development of the learners, formed the foundation of teaching methods to
the present time.
Until the 1960s, learning was primarily looked at as a children’s pursuit. German educator
Alexander Kapp first used the term andragogy in 1833. Malcolm Shepard Knowles later
popularized the concept of andragogy – the theory of adult learning – differentiating the
learning of adults from that of teaching children.
Knowles’ 1968 theory was based on the fact that adults tap into their prior learning to guide
them in their learning journey. This is not the case with early childhood learning.
© 2005-2022, Velsoft Training Materials Inc.
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 Activity Ideas
Ways of Teaching Children Versus Adults
Divide the class into small groups of three to four people each.
From their own experience, have the groups create a list of ways that the teaching
of adults is different from teaching children.
If the class is meeting as an in-person group, have participants number off and
rearrange in groups according to their numbers.
If the workshop is being conducted virtually, assign participants to breakout rooms.
 Discussion Points
Now, bring the group back together and have each group present their ideas.
Record responses on a flip chart. Have a class discussion about the responses. Are
there any other differences that were not highlighted?
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 Potential Answers
Children:
•
Captive audience, relying on the teacher to select what is important
•
Subject-centered
•
Dependent learners, accepting what is presented to them
•
Arrive with little prior experience
•
Teachers determine content
•
Grouped according to age, level, ability
•
Accept that they are learning for their future
•
Subordinate to teacher and thus are passive learners
Adults:
•
use prior experience to learn new things
•
decide for themselves what is important
•
have a wealth of experience to draw upon
•
learn best when they perform a task
•
learn best when lessons are tied to real-world experience
•
expect learning to be useful
•
need to validate new information based on their beliefs and values
•
prefer problem-solving to content-centered
•
have a well-established sense of self
•
are in class for a purpose – they are ready to learn
•
are internally motivated
•
learn from their mistakes
•
are self-directed, they need to play an important part in the design of their learning
experience
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BEST PRACTICES OF ADULT LEARNING
As already mentioned, adults learn differently than children, and therefore curriculum must
be suitable for adult learners.
Further, we can learn from the basic tenets of teaching adults, based on Knowles’ theory:
•
Adults need a reason for learning.
•
Adults need to be ready and motivated to learn.
•
Adults utilize prior experience in learning.
•
Adults need to be actively involved in the learning.
•
Adults need training that is significant and relevant.
•
Adults learn through problem-solving.
Let us examine how we would make these accommodations (from our own prior
experience).
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 Activity Ideas
Tenets of Adult Education
Divide the class into small groups of three to four people each.
Have the groups create a list of ways to address the basic tenets of teaching adults in
their classroom:
•
Adults need a reason for learning.
•
Adults need to be ready and motivated to learn.
•
Adults utilize prior experience in learning.
•
Adults need to be actively involved in the learning.
•
Adults need training that is significant and relevant.
•
Adults learn through problem-solving.
If the class is meeting as an in-person group, have participants number off and
rearrange in groups according to their numbers.
If the workshop is being conducted virtually, assign participants to breakout rooms.
 Discussion Points
Now, bring the group back together and have each group present their ideas.
Record responses on a flip chart or dry erase board. Have a class discussion about
the responses. Are there any other ways of addressing the principles that were not
highlighted?
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 Potential Answers
•
Create an informal collaborative environment.
•
Suggest learning pathways and then guide learners through them.
•
Assess learners’ needs before designing and developing the training using
previous training feedback surveys, pre-course feedback surveys/interviews,
etc.
•
Create course and self-directed learning resources based on anticipated
learner needs.
•
Create activities/experiences that use small group discussions, case studies,
on-the-job training, etc. that are challenging and exciting.
•
Respect and value learners and use their experience as a resource for learning.
•
Allow learners to use their own leadership, judgment, and decision-making
capabilities.
•
Design opportunities for peer-to-peer interactions.
•
Design activities/experiences that help solve real problems.
•
Use authentic settings for activities/experiences and for practice.
•
Provide regular in-course feedback processes.
•
Recognize learners for reaching milestones throughout the course.
•
Keep learners connected outside of class time through informal chats, emails,
discussion forums, etc.
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TEACHER/INSTRUCTOR/ FACILITATOR/MENTOR
‘What’s in a name?’ Let us first look at some definitions from the Merriam-Webster
dictionary:
Teacher - one that teaches.
Teach to show or explain to someone how to do something.
Instructor - one that instructs
Instruct - to provide with authoritative information or advice.
Facilitator - someone who helps to bring about an outcome (such as learning, productivity,
or communication) by providing indirect or unobtrusive assistance, guidance, or
supervision.
Mentor - a trusted counselor or guide.
No matter what someone’s title is when involved with adult learners, the process through
which they learn must be managed to help them use their own judgment and decisionmaking capabilities. It is more about creating the environment for learning than the
instructor imparting their own personal knowledge.
Adult learners must be empowered.
The job of a teacher/instructor/facilitator/mentor is to guide the experience of the learners,
because this experience may also include misunderstandings, biases, and prejudices. They
may need help to realize that some of their inclinations may be wrong.
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WORKSHOP WRAP-UP
(4:15-4:30)
Take the last 15 minutes for a quick review and to answer any questions the class may have.
•
•
•
"Education has nothing to do with filling a pail, rather it has everything to do with
igniting a flame." – Heraclitus, Greek Philosopher circa 500 BCE
“Seeing much, suffering much, and studying much, are the three pillars of learning.”
– Benjamin Disraeli, twice Prime Minister of the United Kingdom
“People never learn anything by being told, they have to find out for themselves.” –
Paulo Coelho, Brazilian lyricist and novelist
This is also a good time to help participants wrap up their action plans, collect evaluations,
and to pass out certificates.
 Trainer’s Tip
If you have not provided students with the Student Manual, print out the Recommended
Reading List and give it to participants as a bonus.
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