Adult Learner Characteristics and Principles

2
MODULE OBJECTIVES AND CURRICULUM MAPPING
Participants are able to:
i) Design and deliver training which are suitable for adult learners
ii) Assess their training and performance as a trainer
LEARNING OUTCOMES CONTENTS/TOPICS STRATEGY/
ACTIVITY
ASSESSMENT
METHODS
TRAINEES’
LEARNING
TIME
F2F SDL
1. Define the term
‘adult learners’
2. Identify the main
characteristics of
an adult learner
3. Relate the
principles of
adult learning
with own
learning
experiences
4. Describe yourself
as an adult
learner
 Adults
 Characteristics of adult
learners
 Adult learners’
learning principles
 Video
reflection
 Lecture &
Discussion
 Group work
 Hands-on
 Experience
sharing
 Group
Presentation
 Blog Reflection
 Self-
assessment
2 4
1. Identify the roles
played by
trainers
2. Determine the
differences in
thinking styles
among the
trainees
3. Cater to the
different
thinking styles
 Trainer’s roles
 Thinking styles
 Matching trainees’
thinking styles with
your training
 Video
reflection
 Lecture &
Discussion
 Group work
 Experience
sharing
 Group
presentation
 Blog reflection
 Self-
assessment
3 4
1. Define the term
‘diversity’
2. Identify
characteristics of
 Definition: Diversity
 Characteristics of
Diversity
 Personality
 Internal Dimension
 Lecture and
Discussion
 Video
reflection
 Group work
 Group
presentation
 Blog reflection
 Self-
assessment
6 8

3
diversity using
Gardenswartz &
Rowe’s (1994)
Four Layers of
Diversity Model
3. Identify learning
styles in a
diverse
classroom
(Auditory, Visual
and Kinesthetic)
4. Identify
strategies for
working with
diverse learners
5. Acknowledge
trainers
behaviours in a
diverse
classroom
 External Dimension
 Organisational
Dimension
 Learning styles in a
diverse classroom
 Strategies for working
with diverse learners
 Trainers’ behaviours in
a diverse classroom
 Hands-on
 Self-reflection
1. Differentiate the
role of a teacher
from a trainer
2. Create engaging
activities for the
learners
 Training adult learners
 Creating activities for
your learners
 Planning your training
sessions
 Planning your
approach of delivery
 In-class games
 Interactive Lecture
Format
 Lecture and
Discussion
 Video
reflection
 Group work
 Hands-on
 Self-reflection
 Group
presentation
 Blog reflection
 Self-
assessment
4 4
1. Identify the
indicators of
effective training
2. Apply the
concept of
‘reflective
practice’
3. Use relevant
tools to assess
yourself as a
trainer
 Indicators of effective
training
 Reflection
 Types of reflection
 Reflective Practice
 Video
reflection
 Lecture and
Discussion
 Group work
 Hands-on
 Self-reflection
 Group
presentation
 Blog reflection
 Self-
assessment
3 4
TOTAL NO. OF HOURS 18 24

4
TABLE OF CONTENTS
MODULE OBJECTIVES AND CURRICULUM MAPPING 2
UNIT 1 KNOWING YOUR TRAINEES cum ADULT LEARNERS 6
 Adults 7
 Characteristics of adult learners 8
 Adult learners’ learning principles 13
UNIT 2 PLAYING YOUR ROLE AS THE TRAINER 16
 Trainer’s roles 17
 Thinking styles 19
 Matching trainees’ thinking styles with your training 20
UNIT 3 OPTIMIZING DIVERSITY AMONG THE TRAINEES 23
 Definition: Diversity 23
 Characteristics of Diversity 25
 Personality 26
 Internal Dimension 26
 External Dimension 27
 Organisational Dimension 27
 Learning styles in a diverse classroom 28
 Strategies for working with diverse learners 29
 Trainers’ behaviours in a diverse classroom 30
UNIT 4 PROVIDING ENGAGING AND ACTIVE LEARNING FACILITATION 34
THROUGH LEARNERS' DIVERSITY
 Training adult learners 35
 Creating activities for your learners 35
 Planning your training sessions 36
 Planning your approach of delivery 38
 In-class games 39
 Interactive Lecture Format 40

5
UNIT 5 PROVIDING ENGAGING AND ACTIVE LEARNING FACILITATION 42
THROUGH LEARNERS' DIVERSITY
 Indicators of effective training 43
 Reflection 44
 Reflective Practice 46

6
This topic will enable you to discuss on the following areas:
who are the adult learners, what are their characteristics and
how could the characteristics be related to their learning.
At the end of this topic, you will be able to:
5. Define the term ‘adult learners’
6. Identify the main characteristics of an adult learner
7. Relate the principles of adult learning with own
learning experiences
8. Describe yourself as an adult learner
TASK 1.1 VIDEO REFLECTION
Watch the following video and write down the basic rules dealing with adult learners.
http://www.youtube.com/watch?v=8lvkJhXnEZk
Clearly, we need to understand that training the adult learners require a different approach compared
to teaching the traditional college students. Knowing the basic rules could help trainers to perform
better.
UNIT
1
KNOWING
YOUR
TRAINEES
cum ADULT
LEARNERS

7
ADULTS
 A systematic approach to defining the term ‘adult’ is perhaps the one proposed by
Knowles (1990, p.24). He has provided a more meaningful understanding of the term by
considering relevant social and psychological aspects. With regard to the social aspect,
 Knowles claims that a person is an adult if he is capable of performing some social roles
typically assigned by his culture, for example, the role of a parent, spouse, worker or
responsible citizen. In terms of the psychological aspect, one is an adult when one is
capable of being essentially responsible for one’s own life.
TASK 1.2 SELF-REFLECTION
Define ‘adult’ in your own words. Post your responses in the group’s padlet (formerly known as
wallwisher). Notice the similarities in your answers. The following is the address to our group’s padlet
where we could post our responses.
http://padlet.com/wall/x6d9l1810h

8
THE CHARACTERISTICS OF ADULT LEARNERS
ADULT LEARNERS
SELF
CONCEPT
TIME
PERSPECTIVE
EXPERIENCE
Adult learners are believed to have distinguished characteristics making them uniquely different from
other learners. Knowles (1990, p.236) has elaborated that the characteristics of adult learners can be
understood by considering these three domains; their self-concept, experience and time perspective.

9
a) TIME PERSPECTIVE
TIME PERSPECTIVE
IMMEDIATE NEEDS
SOLUTION
SEEKING
EMERGING/NEW
PROBLEMS
MORE INTRINSIC
THAN EXTRINSIC
TIME PERSPECTIVE
TRANSFER OF KNOWLEDGE
OUTSIDE FORMAL LEARNING
BOUNDARIES
SEEK TO BENEFIT
FROM TRAINING
ACKNOWLEDGE IMPORTANCE AWARE OF REASONS
OF TRAINING FOR TRAINING

10
Their ‘time perspectiveness’ encourages them to have more specific and immediate plans for applying
newly acquired knowledge.” Knowles (ibid.) further clarifies that adult learners need to be “equipped
to overcome their current problems, and they want to put to immediate use what they learn.”
TASK 1.3 THINK-PAIR-SHARE
The first characteristic of adult learners is ‘time perspective’.
Based on the illustrations, describe your understanding of the concept of ‘time perspective’ among adult
learners. Begin by identifying THREE keywords. Share your understanding with your neighbour and later
post your responses in the group’s padlet.
b) EXPERIENCE
EXPERIENCE
APPLYING NEW SKILLS/KNOWLEDGE AT DECONTEXTUALIZED
AND CONTEXTUALIZED
LEVELS
USEFUL FRAME OF
REFERENCE
MAKE WISE SELECTION WORKING, LEARNING,
RECREATIONAL

11
EXPERIENCE
Education
experience
Work
experience
Recreational
experience
Reference &
Stimulant
Learning
The ‘experience’ the adults have could make them a rich resource in the classroom. Mocker (1980, p.
35) claims that “…adults enter an educational activity with a greater amount of experience from which
they can relate new experience.”
TASK 1.4 EXPERIENCE SHARING
The second characteristic of adult learners is ‘experience’.
Based on the illustrations, identify your own relevant experiences which have helped made your past
learning meaningful. Consider why those experiences are helpful in the learning context.
Share your answer with another neighbour.

12
c) SELF-CONCEPT
SELF CONCEPT
BETTER CONTROL OF
LEARNING STRATEGIES SELF-DIRECTING
INDEPENDENT AUTONOMOUS
SELF-CONCEPT
AUTONOMY
SELF-DIRECTION
GROWING RESPONSIBILITES
DEVELOPING & AGING WITHIN CULTURE CONTEXT

13
Self-concept is the image people have of themselves. Knowles adds, “as people grow, their self- concept
moves from being a dependent personality to a self-directing one.” This in turn makes them become
“autonomous” (1990, p. 236).
The third characteristic of adult learners is ‘self-concept’.
Think of yourself as an adult learner. What are some of the roles you could play as an active learner? List
them.
Later, decide which aspect of ‘self-concept’ that determines you to play those roles. Post your
responses in the group’s padlet.
ADULT LEARNERS’ LEARNING PRINCIPLES
PRINCIPLES OF ADULT
LEARNING
PRINCIPLES
VOLUNTARY
PARTICIPATION
MUTUAL RESPECT
COLLABORATIVE
SPIRIT
ACTION &
REFLECTION
CRITICAL
REFLECTION
SELF
DIRECTION

14
TASK 1.6 GROUP DISCUSSION
The illustration signifies the six common principles in adult learning.
Provide examples of learning situations which you are familiar with which reflect any of these principles.
Share your thoughts with your neighbour.
Post your responses in the group’s blog.
END OF TOPIC SELF-ASSESSMENT
Go to the following link which leads you to an inventory. Complete the inventory for you to gauge
yourself as an adult learner. An added value of this inventory is it also enlightens you on the reasons to
each correct answer.
TOPIC SUMMARY
Unit One has covered the following;
a) Definition of ‘adult learners’
b) Characteristics of an adult learner
c) Principles of adult learning
d) Self-assessment on the characteristics of adult learners

15
REFERENCES & FURTHER READINGS
1. Faizah, A,M and Hazadiah, M.D. (2010) An assessment of 21st century adult learners’ needs:
issues and challenges for institutions of higher education. In Strategies for Malaysian education
in the 21st century: Series 1. Ros Aizan, Y.; Rohaya, A.W.; Norsidah, M.N; Norshiha, S. and
Watters, J.J. (Eds.). Shah Alam:UPENA.
2. Fornaciari, C.J.; Dean, K.L. (2013). The 21st-Century Syllabus: From Pedagogy to Andragogy.
http://jme.sagepub.com/content/early/2013/10/21/1052562913504763
3. Hazadiah Mohd Dahan, Faizah Abd. Majid.(2007)Scaffolding Adult Education: Narratives of
Malaysian Practitioners UPENA
4. Knowles, M. (1990). Adult learners: The neglected species. London: Kogan Page.
5. Mocker,D.W. (1980). Cooperative learning process: Shared learning experience in
teaching adults to read. In L.S. Johnson (ed.) Reading and the adult learner. 35 – 40:
International Reading Association
6. Raggatt, P; Edwards, R.; Small, N. (2013). The learning society: challenges and trends. 2013. New
York: Routledge.
7. Characteristics of adult learners. http://www.rit.edu/academicaffairs/tls/characteristics-adult-
learners
8. Andragogy: what is it and does it help thinking about adult learning?
http://infed.org/mobi/andragogy-what-is-it-and-does-it-help-thinking-about-adult-learning/

16
This topic will enable you to discuss on playing your roles as a
trainer and how that could cater to the trainees’ diversity.
This could be done by raising your awareness on the diversity
in the trainees’ thinking styles.
4. Identify the roles played by trainers
5. Determine the differences in thinking styles among
the trainees
6. Cater to the different thinking styles
Watch the following video. Discuss how different thinking styles among the adult learners could affect
how you train them?
http://www.youtube.com/watch?v=zVdRa_SnDIE
PLAYING
YOUR
ROLE AS
THE
TRAINER
UNIT
2

17
TRAINERS’ ROLES
Reflect on your own practices as a trainer/facilitator. What are the roles you play?
List them and compare your list with your neighbours’.
Notice the similarities.
The following diagram illustrates the many roles a trainer/facilitator plays. Identify the ones you have in
your list.
A trainer is an agent to the knowledge construction of his/her trainees. Identifying the trainees’ prior
experience and existing knowledge is always a MUST.

18
TASK 2.3 SYNTHESIS
Working in groups of four or five, go to the following link and synthesize the many ways of assessing
your trainees’ prior knowledge. Provide the synthesis in an illustration (e.g. mind map, tree diagram,
table, etc)
https://www.cmu.edu/teaching/assessment/priorknowledge index.html
Later, post your work in the group’s padlet.
Look at the picture below. How could a trainer ‘inspire’ his trainees? Post your comments in the group’s
padlet.

19
THINKING STYLES
Various psychology researches have confirmed that there are four common thinking styles. Each
thinking style is dominated by one of the four upper-lower hemispheres of the brain. The following is a
summary of the thinking style.
Thinking styles have a lot of influence on how a person processes information. In the context of training,
the trainees’ thinking style determines the way they acquire knowledge, organize their thoughts, form
views and opinions, apply values, solve problems, make decisions, plan, and even express themselves to
others.
Hence, it playing your roles as an efficient trainer, you do need to also cater to the different thinking
styles of your trainees.
TASK 2.5 SELF-ASSESSMENT
Do you want to identify your preferred thinking style? Complete the following inventory to know the
answer.
A) Cerebral-Left
Logic
Analysis
Facts
Measurement
B) Limbic-Left
Organization
Sequence
Planning
Detail
C) Limbic-Right
Interpersonal
Social
Kinesthetic
Emotion
D) Cerebral-Right
Holistic
Intuition
Integration
Synthesis

20
www.cgribben.com psych th-stquiz.htm
http://www.thelearningweb.net/personalthink.html
MATCHING TRAINEES’ THINKING STYLE WITH YOUR
TRAINING
Trainers could facilitate their trainees better when they are aware of their trainees’ thinking style. There
are numerous thinking style inventories which could be used. However, what is more important is for
trainers to strategize their approach in order to match their trainees’ thinking style. Below is the
suggested approach for each thinking style.
Provides: Roles:
Cerebral-Left Rules, guidelines, samples,
templates, checklist
Judge, reference
Limbic-Left Guidelines, samples, templates Co-planner, reference
Limbic-Right Intellectual communication,
network, fieldwork
Mentor, friend
Cerebral-Right Dialogues, questions, challenges Partner, mentor, friend
Which aspect of our training so far do you like best? Why? Relate your responses to your identified
preferred thinking style. Post your responses in the group’s blog.

21
Complete the following Inventory to know more about you as a trainer.
10. When you noticed your trainees are losing motivation,
you most likely will
A) identify the cause B) ignore the situation C) discuss
alternatives to motivate them back
11. In meeting the physical needs of your trainees, you
most likely emphasize on
A) flexibility in meeting deadlines B) conducive training
facilities C) financial support
12. To assist your trainees to get a suitable focus in his
training, you would
A) ask him to rationalize his choice B) try to be agreeable to
his suggestions C) suggest he follows your idea
13. To help your trainees to be open to critiques and
comments, you would
A) ask fellow trainees to comment on his work openly B)
focus on his strengths and rooms for improvement C)
defend his work
14. To develop your trainees’ potential as human capital,
you most likely would
focus on his contribution to
A) his professional development B) your professional
development C) the field of knowledge
SCORE FOR EACH OPTION:
1. A = 4 B = 6 C = 2 10. A = 4 B = 2 C = 6
2. A = 4 B = 6 C = 2 11. A = 6 B = 4 C = 2
3. A = 6 B = 4 C = 2 12. A = 6 B = 4 C = 2
4. A = 2 B = 6 C = 4 13. A = 4 B = 6 C = 2
5. A = 6 B = 4 C = 2 14. A = 4 B = 2 C = 6
6. A = 6 B = 4 C = 2
7. A = 2 B = 4 C = 6
8. A = 2 B = 4 C = 6
9. A = 6 B = 4 C = 2
IF YOUR TOTAL SCORE IS BETWEEN
28 – 42: YOU ARE SLOWLY BUT SURELY GOING TO
HAVE A SUCCESSFUL TRAINING SESSIONS
43 – 70: YOU COULD BE SURE OF A QUITE
SUCCESSFUL TRAINING SESSIONS
71 – 84: CONGRATULATION! YOU DO HAVE
SUCCESFUL TRAINING SESSIONS
1. In your first meeting with your trainees, you are more
interested to know about their
A) level of knowledge B) background C) potential
contribution
2. You noticed your trainee is very structured and orderly
when describing ideas or facts. In reciprocal, you generally
A) provide him with samples of good practices B) assist him
with his plans C) challenges his ideas
3. During your discussions with your trainees, you realized
his thinking is more global than local. In return, you
generally
A) challenge his thoughts B) tend to generally agree with
him C) require him to follow your ideas
4. During the initial preparation of training/learning, your
main role is generally to
A) allow him to work on his own B) establish close contact
C) provide him with the reading materials
5. In reading relevant training materials, you most likely
encourage your trainees to
A) synthesize the theories & facts B) summarize their
readings in writing C) read and read
6. In guiding your trainees’ timeframe planning, you
generally emphasize on
A) feasibility B) targets C) constraints
7. Your main concern in their written assignment is how
your trainee
A) check their language B) adhere to the writing guidelines
C) apply the new knowledge/skills
8. In monitoring your trainees’ progress, you tend to
A) require constant report B) give your trainees
independence C) ) discuss the progress
9. Your most preferred question in monitoring your
trainees’ work is
A) How do you establish/confirm this? B) What do you
think others will think about this? C) Where did you get this
from?

22
TOPIC SUMMARY
Unit Two has covered the following;
a. The roles of a trainer
b. The different thinking styles and determining your preferred thinking style
c. Assessing your trainees’ prior knowledge
d. Matching training strategies with the different thinking styles
1. Chua, Y.P. (2004). Creative and Critical Thinking Styles. Serdang: UPM Press.
2. Copeland, M. (2005). Socratic Circle: fostering critical and creative thinking in middle and high
school. Maine:Stenhouse Publishers.
3. Corporate trainer responsibilities. http://work.chron.com/corporate-trainer-responsibilities-
13453.html
4. How to become a corporate trainer. http://www.wikihow.com/Become-a-Corporate-Trainer
5. Roles and responsibilities of a facilitator. http://occupyreno.wordpress.com/facilitation-roles-
mftgrs/
6. The role of a facilitator. http://www.virginia.edu/processsimplification/resources/Facilitator.pdf

23
This topic will enable you to discuss on the following areas:
Definition of diversity, identify characteristics of diversity,
learning styles in a diverse classroom, strategies for working
with diverse learners, and teacher behaviors in a diverse
classroom.
1. Define the term ‘diversity’
2. Identify characteristics of diversity using
Gardenswartz & Rowe’s (1994) Four Layers of
Diversity Model
3. Identify learning styles in a diverse
classroom (Auditory, Visual and Kinesthetic)
4. Identify strategies for working with diverse
learners
5. Acknowledge trainers behaviours in a diverse
classroom.
DEFINITION: DIVERSITY
A training session will be populated with a diverse group of participants who have a broad range
expectations and learning needs. Trainees are different in many ways such as race, ethnicity,
socioeconomic status, gender, learning modalities, cognitive development, social development and rate
at how they perceive and retrieve information. "Diversity usually is related to the ethnic background of
students. It is, however, a much broader concept. Anytime that a student [trainee] is different from the
rest of the students [trainees] in a class, that student [trainee] is diverse. Diversity can relate to gender,
sexual orientation, economic status, ethnicity, country of national origin, etc." (Oklahoma State
University, no date) Training can be highly effective when it engages trainees’ individual identities.
TASK 3.1 : GROUP DISCUSSION
At the end of the activity, you will be able to identify what diverse learners are and how they affect
trainings.
Get into groups of four or five. You are about to embark on a cooperative learning group activity. This
activity will lead you to engage in a brainstorming activity to access prior knowledge. A ‘Thought Wheel’
will be produced at the end of this activity.
OPTIMIZING
DIVERSITY
AMONG THE
TRAINEES
UNIT
3

24
Instructions: You will build your ‘Thought Wheel’. In the center cirle, write diverse trainees. In the
second tier, brainstorm words and phrases connected to diverse trainees. In the outside cirle, write
about the impact trainees have on trainings. Later, compare your ‘Thought Wheel’ with your group.
Notice the similarities and differences in your answers. Share and discuss the similarities and
differences.
Upon the group sharing session, you have actually engaged in a meaningful dialogue concerning diverse
learner.

25
CHARACTERISTICS OF DIVERSITY
The characteristics of diversity can be defined as representing a multitude of individual differences and
similarities that exist among people. It encompasses many different human characteristics such as race,
age, creed, national origin, religion, ethnicity and sexual orientation. The characteristics representing
diversity are illustrated in Gardenswartz & Rowe’s (1994) Four Layers of Diversity Model. According to
Gardenswartz & Rowe (1994) the four layer of diversity are organizational dimensions, external
dimensions, internal dimensions and personality.
Gardenswartz & Rowe’s (1994) Four Layers of Diversity Model

26
To understand the model, let’s read the simple explanations below:
PERSONALITY – (Inner Circle)
This is the dimension that constitutes the core model of diversity and covers all aspects of an individual’s
characteristics that could be classified as their “Personal Style”. Personality is described as traits and
stable characteristics of an individual that are viewed as determining particular consistencies in the
manner in which that person behaves in any given situation and over time (Winstanley, 2006) The other
layers help shape the individual’s perceptions, disposition and actions, as the individual interacts with
the world around them.
Do you want to find out your personality as trainer? Complete the following personal inventory to find
out your personality.
http://psych.fullerton.edu/mbirnbaum/web/personalityB.htm
INTERNAL DIMENSION – (2nd Circle)
This represents dimensions that may not be easily changed by individuals. These characteristics are
assigned at birth such as age, race, ethnicity, gender and physical ability. The rest of the list is as follow:
 Gender
 Nationality and ethnicity
 Social Class Background
 Sexual orientation
 Age
 Mental and physical Capability
 Religion / Worldview

27
EXTERNAL DIMENSION – (3rd Circle)
The external dimension represents those characteristics that deal with the life choices of an individual.
Individual exercises a higher level of control over these characteristics than in the organization
dimensions.
 Geographic location
 Income
 Personal habits
 Religion/Worldview
 Educational background
 Work Experience
 Appearance
 Personal status
 Marital status
ORGANISATIONAL DIMENSIONS (Outer Circle)
The final Dimensional layers of this Diversity Model are defined as corporate or institutional affiliation. It
represents the outer layer and consists of characters such as management status, union affiliation, work
location, seniority, divisional department and work content/field. The characteristics of diversity
associated with this layer are under the control of the organizations in which one works. The people can
influence this layer in a limited capacity, because total control rests with the organization in which a
person works. The rest of the lists are as follow:
 Functional Level/Classification
 Work content/ Field
 Research interest/ Field of study
 Faculty/Centre/Department/Branch of study/Services and facilities
 Work location/Study location
 Type of employment
 Duration of employment/Duration of study

28
According to to Gardenswartz & Rowe (1994), diversity can be described as being like an onion,
possessing layers that once peeled away reveals the core. Do you agree with this statement?
Read over the factors on the four dimensions. Think about how the various factors influenced the
choices and decisions you made up to this point in your career. Which have had a positive impact? Post
your responses in the group’s padlet.
Looking at the factors again, think about those you have difficulty in accepting in other people. Which of
the factors do you make snap judgments on? What factors cause you to try to avoid contact with
others? Translate the factors into a ‘Thought Wheel’ and share your ‘Thought Wheel’ in the group’s
padlet.
Look at all the ‘Thought Wheels’ posted. How could the info displayed help you conduct trainings with
diverse participants?
LEARNING STYLES IN A DIVERSE CLASSROOM
Eddy (1996) acknowledges learning styles as the way in which we prefer to organize, classify and
assimilate information about the environment. In other words, how do we like to learn? It is important
for a trainer to be able to identify learners’ differences in terms of learning styles so that learning can
take place effectively in training sessions.
There are three main learning styles:
 Auditory learners prefer to receive ideas and information by hearing them. These students may
struggle with reading and writing, but excel at memorizing spoken words. They often benefit
from discussion-based classes and the opportunity to give oral presentations.
 Visual learners prefer to receive information by seeing it. They pay much attention to detail.
They are less to speak in class than their auditory peers and generally use words when they do.
Outlines, graphs, maps and pictures are useful in helping these students.
 Kinesthetic-Tactile learners tend to learn best via movement and touch. These students are
often labelled “hyperactive” because they tend to move around quite a great deal. Because they

29
like movement, they may take many notes and learn best when allowed to explore and
experience the environment.
TASK 3.5 SUMMARIZE
It is important to note the various learning styles. If we looked at the description closely, we would
probably see some of ourselves in each.
How do you find out your students’ preferred learning styles? How can you accommodate to everyone’s
learning styles in class?
To find out more about tips and teaching in a diverse classroom, read this website.
http://cet.usc.edu/resources/teaching_learning/docs/teaching_nuggets_docs/2.8_Teaching_
in_a_Diverse_Classroom.pdf
Summarize the content of the article in a suitable diagram and post it in your group’s padlet.
STRATEGIES FOR WORKING WITH DIVERSE LEARNERS
Classrooms of today are extremely diverse. Trainers have to take into considerations of this diversity and
work towards optimizing the diversity for the trainees’ benefit. Trainees come from different
backgrounds; have different interests and different learning structures that they are accustomed to. It is
highly important for a trainer to choose the best method of training diverse trainee population in order
to be an effective trainer

30
TASK 3.6 INFORMATION TRANSFER
Take a look at the chart below. Read an online article at http://oic.id.ucsb.edu/international-ta-
handbook/teaching-undergraduates/teaching-student-diversity and fill in the speech bubble with
relevant information to further enhance your understanding on strategies to be implemented for
working with diverse learners. Discuss findings with your next neighbour.
STRATEGIES FOR WORKING WITH DIVERSE LEARNERS/TRAINEES
TRAINERS’ BEHAVIOURS IN A DIVERSE CLASSROOM
Certain behaviours and instructional strategies enable trainers to build a stronger teaching/learning
relationship with their culturally diverse trainees. Many of these behaviours and strategies exemplify
standard practices of good teaching, and others are specific to working with students from diverse
cultures. A number of these behaviours and strategies are listed below.

31
TASK 3.7 SUMMARIZE
Read an online article at
https://www.teachervision.com/teaching-methods/resource/6039.html?page=2
to find out more about trainers behaviours in a diverse classroom.
Which strategy do you find most challenging to adopt and adapt to when conducting trainings? Why?
How to implement it in your training?. Post your answers in group’s padlet and discuss.
The video explains some ideas to adopt in teaching to a diverse group of students. Watch the video and
summarize the content. Share your summary with your next neighbour.
Focus on the ways
students learn and
observe students to
identify their task
orientations
Instructional strategies
Appreciate and
accommodate the
similarities and
differences among the
students’ cultures
Teach students to
match their
behaviours to the
setting
Built
relationships
with students

32
http://www.youtube.com/watch?v=gUAeS2xtgMk
Refer to http://www.schreyerinstitute.psu.edu/pdf/DiversityChecklist.pdf for DIVERSITY CHECKLIST:
GUIDELINES FOR COURSE PLANNING. The checklist discusses issues to keep in mind when designing and
leading a course. Go through the list and identify THREE (3) possible issues a trainer may face with their
trainees. Provide TWO (2) suggestions/ways to deal with the issue. Post the issues and suggestions on
group’s padlet.
TOPIC SUMMARY
Unit Three has covered the following:
a) Definition of ‘diversity’
b) Characteristics of diversity using Gardenswartz & Rowe’s (1994) Four Layers of Diversity Model
c) Learning styles in a diverse classroom (Auditory, Visual and Kinaesthetic)
d) Strategies for working with diverse learners
e) Trainers behaviours in a diverse classroom

33
1. Tileston, D.W. (2005). What Every Teacher Should Know About Diverse Learners. Corwin Press:
California
2. Gardenswartz, L., Cherbosque, J., & Rowe, A. (2008). Emotional Intelligence and Diversity. A
Model for Differences in the Workplace. Journal of Psychological Issues in Organizational
Culture, Volume 1, Number 1, 2010 © 2010 Bridgepoint Education, Inc. and Wiley Periodicals,
Inc. Published online in Wiley InterScience (www.interscience.wiley.com) • DOI:
10.1002/jpoc.20002
3. Responding To Diversity In The Classroom Through Curriculum And Assessment Policy
Statements. www.education.gov.za / www.thutong.doe.gov.za/InclusiveEducation
4. Diverse Learners in Mainstream Classroom. Strategies for Supporting ALL Students Across
Content Areas. Yvonnes S. Freeman, David E. Freeman & Reynaldo Ramirez. 2008. Heinemann,
Portsmouth,NH
http://www.heinemann.com/shared/onlineresources%5CE01313%5CFreeman01313Sample.pdf
5. Supporting Linguistically and Culturally Diverse Learners in English Education
http://www.ncte.org/cee/positions/diverselearnersinee
6. http://dwashingtonllc.com/images/pdf/publications/the_concept_of_diversity.pdf
7. http://www.oakwoodcourt.ac.uk/equdisc/index.php?option=com_content&view=article&id=8&
Itemid=29
8. https://www.teachervision.com/teaching-methods/resource/6039.html

34
This topic will enable you to discuss on the similarities and
differences between a teacher and a trainer as well as
preparing you to create relevant and engaging activities for
adult learners.
3. Differentiate the role of a teacher from a trainer
4. Create engaging activities for the learners
Before we start, let’s have a look at the diagram below:
Go to: http://www.polleverywhere.com/multiple_choice_polls/0LM4iWRh3ctx7yw and cast your votes!
Now, in pairs, discuss the similarities and differences between the roles of a teacher and the roles of a
trainer. Share your answers on the group’s padlet.
PROVIDING
ENGAGING
AND ACTIVE
LEARNING
FACILITATION
THROUGH
LEARNERS'
DIVERSITY
UNIT
4

35
TRAINING ADULT LEARNERS
In training adult learners, there are two methods that you may use in your training:
Now, recall ONE GOOD TRAINING SESSION that you have had. Think of the activities that the trainer
used. Which method does it fit into? Share your answers in the group’s padlet.
CREATING ACTIVITIES FOR YOUR LEARNERS
After selecting the method that will direct your training session with the learners, the diagram below
exemplifies the process that you will go through in planning your training session.
TRAINER CENTRED
- Trainer controls the classroom
- Knowledge construction heavily rely on the trainer's
input
- Sample of activities: Talk, explanation, demonstration
LEARNER CENTRED
- Learners actively construct knowledge
-Trainer coaches the learners
-Sample of activities: Simulation, role-play, discussion,
discovery learning, games

36
From the earlier units, could you think of the considerations that a trainer needs to take when he goes
through the process above? Try to fill in the call-outs with suitable answers.
PLANNING YOUR TRAINING SESSION
Given a random group to be trained often leads to having a diverse group of learners. Even if the
employer tries to categorize the learners in any way possible, there will still be mass variation in terms
of learner diversity as discussed in Topic 3. Thus, the planning stage is crucial to ensure that engaging
activities will be provided to the learners.
PLAN
CONDUCTREFLECT
?
?
?

37
How do you answer these questions? The key here is to be as creative as you can!
TASK 4.2 BRAINSTORM
1. Brainstorm on the possible seating arrangements for these activities:
PLANNING
CLASSROOM
MANAGEMENT
PEDAGOGY
HOW AM I GOING TO ARRANGE
THEIR SEATS?
HOW AM I GOING TO GROUP
THEM UP?
HOW AM I GOING TO PROVIDE
INPUT FOR THE LESSON?
HOW AM I GOING TO GET THEM
TO COMPLETE THE TASKS?

38
2. Do you remember how your teachers used to group you up in schools? How do you find it? Well,
in training adults, if the same method is used, nothing new is brought to the table. What are
some fun and creative ways you can use to group your trainees?
PLANNING YOUR DELIVERY APPROACH
In this modern world of technology, the input does not necessarily have to come from the teacher, as
exemplified in the chart below:
VIDEO EDITING
DISCUSSION
SIMULATION
TALK

39
Reflect on one of the worst trainings you attended. How was the input delivered to you? If you are given
the chance, how would you provide input to your learners/trainees? Be specific in giving your answers in
detailing the steps that you will take. Share your answers in the group padlet.
IN-CLASS GAMES
Just because your trainees are adult learners, that does not mean they should not have some fun! There
are many fun games that can be incorporated in your training sessions, especially in getting them to
accomplish a task.
Watch this video and answer the following questions.
INPUT
TV
INTERNET
RADIO
FRIEND
FAMILY

40
http://www.youtube.com/watch?v=wam5PscoSjU:
1) How are the students’ attitudes?
2) How can the same game be adapted in your field of training?
3) Are there any other game options that you can introduce in your training?
Share your answers in the group padlet.
INTERACTIVE LECTURE (TRAINING) FORMAT
The following link provides 36 types of interactive lecture (training) format.
Identify THREE (3) types of interactive lecture (training) format which you like and provide THREE (3)
reasons why. Share your thoughts with your neighbour.
http://www.thiagi.com/interactive-lectures.html

41
Choose a potential topic that you might be asked to train your colleagues. Using the knowledge that you
have gained from this topic, create:
1) Suitable seating arrangements based on your activities
2) A grouping activity
3) A way to provide input
4) Method on getting the students to accomplish tasks
Share your activities with your friends!
TOPIC SUMMARY
Unit Four has covered the following:
a) Differences and similarities between a teacher and a trainer
b) Creating engaging activities for the learners
c) Choosing suitable interactive lecture (training) format
1. Corder, N. (2008). Learning to Teach Adults: An Introduction. Routledge: New York.
2. Minton, D. (1991). Teaching Skills in Further and Adult Education. Macmillan: London.
1. Tileston, D. W. (2004). What Every Teacher Should Know About Diverse Learners. Corwin Press:
California
2. http://etc.usf.edu/broward/mod4/module4.html
3. http://od.msue.msu.edu/uploads/files/PD/Facilitating_Adult_Learning.pdf

42
This topic will enable you to assess yourself as a
trainer. In particular, this topic will introduce to you
the concept of ‘reflective practice’ and later provide
tools to gauge your effectiveness.
4. Identify the indicators of effective training
5. Apply the concept of ‘reflective practice’
6. Use relevant tools to assess yourself as a
Trainer
Watch the video and identify the FOUR (4) aspects emphasized by the speaker. Do you agree? Share
your thoughts.
UNIT
5
ASSESSING
YOUR
TRAINING
PERFORMANCE

43
http://www.youtube.com/watch?v=JRY-8w2hR5M
INDICATORS OF EFFECTIVE TRAINING
The first thing trainers need to ensure before assessing the performance of their training is to identify
the indicators of good training. The first video has highlighted four aspects: Trainer needs to
a) have the knowledge,
b) know how to pass that knowledge
c) know how deliver interestingly, and
d) know how to ‘make it’
TASK 5.2 SUMMARIZE
The following video further suggests a few basic things any trainer needs to do and have to ensure
effective training. Watch the video and summarize the content. Later, share your summary with your
neighbour.

44
http://www.youtube.com/watch?v=qgbc-uCSRaw
REFLECTION
Reflect on the following quotation from Dewey. Share your thoughts in the group’s padlet.
“ Genuine freedom, in short, is intellectual; it rests in the trained
power of thought, in ability to ‘turn things over’ to look at matters
deliberately, to judge whether the amount and kind of evidence
requisite for decision at hand, and if not, to tell where and how to seek
such evidence.”
Dewey,J. (1997). How we think. Dover Publications.pp 66-7

45
The importance of reflection is best said by Martin Luther King:
Reflection happens when;
An individual:
a) recalls prior experience,
b) thinks and rethinks,
c) reconsiders &
d) forms an evaluation
There are several types of reflection. Look at the diagram below. In groups of four or five, determine
examples of each type of reflection. Share your responses in the group’s padlet.

46
REFLECTIVE PRACTICE
In ensuring learning development, a trainer needs to also practice ‘reflective teaching’. Reflection-in-
action is a common strategy done by an effective trainer while the training session is taking place. The
act of reflecting in action enables the trainer to adapt his/her strategies to meet the immediate learning
needs of his trainees.
FOR ACTION (BEFORE)
IN ACTION (DURING)
ON ACTION (AFTER)
TYPES OF REFLECTION:

47
TASK 5.5 SUMMARIZE
Read the following article. In your own words;
1) What is reflective practice?
2) Why is it important?
http://www.teachingenglish.org.uk/article/reflective-teaching-exploring-our-own-classroom-practice
Share your responses in the group’s padlet.
A trainer’s effectiveness is indicated by several broad aspects.
The following is a sample of a trainer evaluation form. Read through the sample evaluation form and
identify the aspects which determine the items in the evaluation form.
www.aici.org/resource/resmgr/.../5-28-13_trainer_self_evalua.docx

48
The constructs you have identified are examples of the indicators of effective training. Working in
groups of four or five, list the aspects identified and post it in the group’s padlet.
The following website directs you to an inventory which gauges your level of readiness as a trainer. The
inventory is called ‘e-SPARK’. Complete the inventory to know more about yourself as a trainer.
www.e-spark.com.mx
Another v y h h y p ‘Th I Q RRI’ C p
about yourself as a trainer.
The InQURRI

49
TOPIC SUMMARY
Unit Five has covered the following:
a) Indicators of effective training
b) The concept of ‘reflective practice’
c) Tools to gauge trainers’ performance
1. Burke, M.A. (2006). Reflection on practice: a study of five choral educators’ reflective journey.
Applications of research in Music Education, 5(1). http://search.ebscohost.com, retrieved on 7
March 2007.
2. Dewey,J. (1997). How we think. Dover Publications.
3. Faizah, A.M. (2008). Tracing Decision-making from Reflective Journals: A Case Study of Pre-
service Teachers in Kabilan, M. K. & Vethamani, M. E. (Ed). Qualitative Studies on English
Language Teacher Development. Kuala Lumpur: Sasbadi-MELTA.
4. Self-reflection: How to do it right. http://www.myrkothum.com/self-reflection-how-to-do-it-
right/
5. The Role of Self-Reflection, Emotional Management of Feedback, and Self-Regulation Processes
in Self-Directed Leadership Development. http://hrd.sagepub.com/content/11/2/203.abstract
6. The Value of Self-Reflection - Any Time Of Year, It's Important To Self-Reflect.
http://k6educators.about.com/od/professionaldevelopment/a/self_reflection.htm

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