Description : Here we mention some principles that should be taken into account when building a training action.
How do we learn?
Learning a new skill is done through a progression of four stages:
A person can start the learning mechanisms by noticing something is lacking.
In a learning situation, this thread can correspond to the activities suggested:
an activity that destabilises or questions something (conscious lack of skills),
followed by a stabilising activity that contributes the necessary knowledge and know-how (conscious skill)
an activity that has an application (when faced with an unconscious skill)
10 rules for adult learning
Adults are not children. They do not obey a parent or teacher.
Adults are not here to have fun. They are responsible and request what is recognised in them, this sense of responsibility.
Adults possess a human, family, social and professional experience that teachers should use as a support.
Adults work in a team, even if sometimes they also need to work alone.
Adults always combine theory with practice when learning.
Adults have a very good understanding of the logics of symbolic exchange: give-receive-provide. They will make more of an effort when they feel that the teacher is not sparing any time or energy; they will not hesitate to share their specific knowledge with others.
Adults need spaces to share with others and time to assimilate.
Adults always study the interest of their time for training.
Adults possess knowledge and can continue to learn, even at an advanced age.
Adults respect knowledge, but they respect human relationships even more.
Adults are not a “filing cabinet”…and are not interested in purely academic knowledge.
Adults are open to a multi-disciplinary approach to problems. They will often consider a question as “a problem to be solved” specifically.
The day's tempo
There are many studies showing that the levels of productivity and attention change throughout the day. On a “normal” working day (9am to 6pm) the following events are seen:
mornings : are a better time for intellectual work than afternoons
Therefore it is best to do theory-based exercises in the morning and practice exercises in the afternoon
hypoglycaemia periods: 11:30-12:30am and 5.00-6h00pm approx: possible fatigue and irritability. Avoid activities with a conscious lack of skills and favour work in small groups or pairs
strong digestion period : 2:00-3:30pm approx: passivity, sleepiness and diversion. Favour discovery activities with an application
the ideal duration of a day of training: 7 hours. Concentration is difficult to maintain for any longer
How do we retain information?
Things to remember when preparing a course. We retain:
10% of what we read
20% of what we hear
30% of what we see
50% of what we see and hear at the same time
80% of what we say
90% of what we say when we are actively engaged
Lines, processes, methods…what are we referring to?
