Teaching for adults - course RUB 12,990. from Specialist, training 16 academic hours, date of May 21, 2023.
Miscellaneous / / December 02, 2023
The course meets the requirements of the professional standard “Teacher of additional education for children and adults”, approved. by order of the Ministry of Labor of the Russian Federation of May 5, 2018 N 298n
Adult learning, or andragogy, has its own characteristics. Adult students consciously approach their education, value their time and expect specific results from their training. They want to see in the teacher an authoritative professional who will pass on his knowledge and experience to them and help them achieve success.
To teach to adults, you need to have special training. If you want to learn how to work with an adult audience, be sure to take this course!
In the classes you will learn how to approach adult listeners. You'll become familiar with different teaching styles and understand the dos and don'ts of the classroom. We will teach you to speak confidently in public and use effective methods and techniques when presenting educational material. In addition, we will tell you how to properly prepare for classes and fit them into the allotted time.
To consolidate the knowledge gained, students will complete a practical task - prepare a test performance. All errors will be sorted out together with the teacher.
The course will be useful not only for teachers, but also for anyone who has to speak at seminars, make reports and presentations in front of an adult audience.
- The speakers are full-time teachers of the largest training center in the country - current HR experts, career coaches, and presenters of popular trainings.
- Short term of study - 16 ac. hours.
- After graduation, a prestigious certificate (certificate) of the “Specialist” center is issued.
You will learn:
Understand and take into account the psychological characteristics of adults when teaching them;
Provide a conducive learning environment;
Use methodological teaching techniques that allow you to most effectively transfer the necessary knowledge to students and develop the required skills;
Methodologically correctly structure the presentation of educational material;
Use active forms of learning;
Involve listeners in discussions, use communication techniques when communicating with listeners;
Form your behavior as a teacher for adult listeners.
Module 1. Features of adult education (4 ac. h.)
What is “andragogy” and its difference from pedagogy
- Why do adults come to courses (learning objectives) and what are the features of training adults? How to ensure their specific needs during training needs (physical, emotional, psychological, social) What trends are relevant in adult education (development of soft skills and training technologies, educational design, digitalization, gamification, problem-based and project-based learning, TRIZ pedagogy, flexible forms of learning (Agile, Scrum, Kanban), “flipped classroom”, peer learning, etc.) Modern training formats (features of conducting classes in webinar mode, open mode and free education)
- Why do adults come to courses (learning objectives) and what are the features of training adults?
- How to provide for their specific needs (physical, emotional, psychological, social) during training
- What trends are relevant in adult education (development of soft skills and training technologies, pedagogical design, digitalization, gamification, problem-based and project-based learning, TRIZ pedagogy, flexible forms of learning (Agile, Scrum, Kanban), “flipped classroom”, mutual education, etc.)
- Modern training formats (features of conducting classes in webinar mode, in open and free learning mode)
How to work with different types of listeners
- How different people learn (learning styles: activist, thinker, theorist, pragmatist)
- What types of listeners should be taken into account during training (overactive, skeptic, witty, formalist, exemplary student, eternal student, commentator, smart guy, self-taught, modest, etc.)
- How to work with “difficult” groups (large groups, with different levels of training, a group of friends, the “boss in a group” complex, “group of comrades”, etc.)
- Why people behave inappropriately and interfere with classes and how to manage the behavior of students
How to manage conflicts during training:
- Why do conflicts arise during training?
- How conflict develops (stages of conflict management)
- What behavior strategy should be followed in a conflict?
- What rules will help quickly resolve the conflict?
What kind of successful teacher is he?
- Which teaching style to choose: “teacher”, “leader”, “facilitator”, “mass entertainer” (D. Keller)
- What features characterize a successful teacher (appearance and behavioral portrait)
- How to become a successful teacher (assessment of the level of development of teacher competencies 5K+)
- How to properly formalize relations with an educational organization (concluding a contract, rights and obligations of a teacher, online teaching, remuneration, etc.)
Study project:
Stage 1. Drawing up a list of actions to ensure basic characteristics during training (discussion)
Stage 2. Adult learning styles (test)
Stage 3. Developing approaches for communicating with different categories of listeners (discussion)
Stage 4. Developing a strategy for working with “difficult” groups (discussion)
Stage 5. Identification of the leading strategy in a conflict (test)
Stage 6. Conflict Management (Role Play)
Stage 7. Creating a portrait of a successful teacher (discussion)
Stage 8. Formation of the competencies of a successful teacher, their assessment and actions to develop important skills (the “Wheel of Competencies” method)
Module 2. Features of preparing and conducting classes (4 ac. h.)
Where to begin?
- What must be done when preparing for the lesson (choosing a topic, reverse design of creating a program, defining goals, analysis of target audience, drawing up a plan, choosing visual aids, preparing presentation materials, creating training assignments and etc.)
- How to optimally structure a lesson and plan study time, taking into account the learning cycle according to model D. Flask (experience, analysis, theory, practice)
- What methods, forms and techniques will help in learning (lectures, seminars, case studies, trainings, coaching, LMS, storytelling, parables, metaphors, etc.)
- How to combine different methods of transmitting information (pyramid of material acquisition “Cone of Experience” by E. Deila)
How to effectively convey information to listeners:
- How to emotionally tune and motivate students to learn
- What happens to group dynamics (K. Levin, B. Takman) and how to take it into account during training
- How to use different means of communication (verbal, non-verbal)
- What type of information transmission to choose for a specific lesson (passive, active, interactive)
What methods and techniques will help the teacher conduct effective teaching?
- What can be taken from John Keller’s model for conducting classes (methods of attracting attention, strategies to give significance to ZUNs, methods of gaining confidence, rules for increasing the degree satisfaction)
- How to use active listening techniques (clarification, echo, summary, logical consequence, non-verbal accompaniment, emotional repetition of what was heard)
- What types of questions should be asked in specific cases (open, closed, alternative, clarifying, “tailed”, “hedgehog” questions, etc.)
- How to effectively convey information (what people hear and remember, combining different methods of providing information)
How to evaluate the effectiveness of training (methodology by D. Kirkpatrick)
- What forms to use to assess acquired knowledge and skills, how to create an online survey: tools and capabilities
- How to assess behavior change after training
- How to evaluate the impact of training on future activities
Study project:
Stage 9. Filling out a checklist to prepare for the lesson (practical task)
Stage 10. Selecting a Topic and Defining a Goal Using Backward Design (Practical Exercise)
Stage 11. Drawing up a plan and distribution of study time (practical task)
Stage 12. Selecting visual aids, preparing presentation materials (practical task)
Stage 13. Working with various means of communication (cases)
Stage 14. Application of ARCS Model Methods (Role Play)
Stage 15. Using active listening techniques (practical task)
Stage 16. Formulating different types of questions (practical task)
Stage 17. Development of educational tasks and online testing (practical task)
Stage 18. Preparing a demonstration lesson (practical task)
Module 3. Practical lesson with video analysis (8 ac. h.)
- Preparing and conducting a test performance
- Analysis and discussion of errors in the individual experience of course participants