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CHAPTER 8: Creating meaning: New learning

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CHAPTER 8: Creating meaning: New learning

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Participants become very involved in defending the point of view assigned to them and in the discussion gain valuable practice in articulating ideas and familiarizing themselves with professional terminology.

Once course participants have become more aware of themselves and have begun to make sense of their experience, they are ready to learn more.

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Trainer or teacher theory is the principles. We have to practice the practice do the talking for us. The messages are there. Give the opinion of our issues. If we orientated participants to engaging a debate over them issues we can have a more open to correct. But as a negative way the participants feel attack and can take it negative.

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This one have a specific goal which is awereness and the transformation of existing knowlegde.

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#3 Knowledge bases: Expertise for trainers

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#3 Knowledge bases: Expertise for trainers

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This can brike the knowledge into even smaller units, but we are forced to consider the issue of what knowledge we wish ou participans to gain.

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Guidances in reading tasks, can help if is used for supportive frameworks in the reading.

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The value of 'thinking questions' as a way of helping groups and individuals ot become more aware of the significance of their experience and of avenues for further exploration.

On longer courses, participants have the luxury of time to read widely and to follow up their interests through references and bibliographies.

A further way to promote reflective and conceptual thinking is to put up on the training room wall a selection of short quotes about the topic we are dealing with.

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Examples of supportive feedback on the classroom:

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Examples of supportive feedback on the classroom:

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#1 Detailed feedback on tasks and exercises: After students complete a task or exercise, trainers can provide detailed feedback on what they did well and where they can improve. For example, in a writing course, a trainer might offer specific suggestions on how to improve the structure of an essay or strengthen arguments.

#2 Real-time feedback: During practical activities: During practical activities or simulation exercises, trainers can offer real-time feedback to guide students. For instance, in a communication skills course, a trainer could provide feedback on body language or the clarity of speech as students practice presentations.

#3 Peer feedback: Encouraging peer feedback can be a powerful tool in training courses. Students can offer unique and constructive perspectives on their peers' work, which can help everyone learn and grow together.