Teacher of Trainers (TOT)

Workshop of Teacher of
Trainers (TOT)
10/3/2021
1 www.greenhopeuniversity.edu.so

1.0 What is Education?
Two ideas are implicit in the word
education. One is that of leading out
into new knowledge and experience.
The other is that of feeding and there
by growing and developing. Both are
helpful in under-standing what
education is and both point to the fact
that education is an essential process
inhuman development.
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Cont..
 Education is a universal practice
engaged in by societies at all
stages of development. However,
you might ask, “how can education
possibly be said to be universal
when there are still so many people
in the world who have never been
to school?” the confusion lies in
equating education with schooling .
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Cont….
The two are not the same.
Education describes the total
process of human learning by
which knowledge is imparted,
faculties trained and skills
developed. Schooling is only
one form in which education is
provided. 10/3/2021

Education
Education can be defines what you
learn from the day you are born to the
day you die. when you are born you
start to take your food from the mouth
instead of placenta which is necessary
to feed the baby and protect the baby
before it has been born, inhaling
means to take air into your lungs as
you breathe in or exhale which is to
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1.1 The matter
 1.1 The matter becomes clearer when
we recognise the range of forms in which
education is provided- formal, non-formal
and informal. These from a continuum,
each merging into the next, with no clear
line of distinction between in the case of
formal education, learning is carried out
in specially built institutions such as
schools and colleges 10/3/2021

Cont..
what is taught in these is carefully
structured by means of syllabuses and
time-tables and the teaching provided
is usually carefully supervised by an
external administrative body. The
achievements of those who learn in
formal education often recognized by
the award certificates. 10/3/2021

1.2 Formal Education
1.2 Formal Education is a process of
teaching and learning in Qur,anic
schools or colleges or universities to
improve knowledge and skills of
primary education level. Secondary
education, which can be general
secondary school such vocational
secondary teacher training,
Agriculture, nurse, vetenary, marine
etc) and technical education such as
electricity, plumbing (System of fitting
pipes that supply water, constriction
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1.3 Non formal Education
1.3 Non formal Education on the
other hand is any organized learning
activity outside the structure of the
formal education system that is
consciously aimed at meeting
specific learning needs of particular
groups of children, youths or adults in
the community. It includes various
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Cont..
skills training, health and family
planning, educational work
amongst youth and women and
functional literacy. What is
learned is structured, but not so
obviously as in the case of formal
education and there is more
flexibility as to the places and10/3/2021

Cont..
 Non formal education (NFE) provides
educational opportunities to children,
youth and adults who have either never
entered the formal education school
system or dropped out too early acquire
basic literacy skills. It is usually
undertaken in the framework of life-long
learning. NFE is a broad concept that
includes a large array of educational
activities delivered outside the formal
education sector. Including life skills and
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UNESCO Defines Non-formal
Education As:
 Any organized and sustained educational
activities that do not correspond to the
definition of formal education. Non-formal
education may therefore take place both within
and outside educational institutions and cater
to persons of all ages. Depending on country
contexts, it may cover education programmes
to impart adult literacy. Non-formal Education
programmes do not necessarily follow the
ladder system and may have differing durations
and may or may not confer certification of the
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Equivalency programmes:
 equivalency programmes are primary organized
for children and youth who do not have access to
or have dropped out. Formal primary or basic
education. Typically, equivalency programmes aim
at providing education that is equivalency to
formal education primary or basic education and
aims to ultimately mainstream the target groups
into the formal system. There is a risk that
equivalency programmes Can create a separate
education system parallel to the formal education
sector. For this reason. It is important to develop a
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In the case of informal education,
 there is no attempt at structuring it. Much of
the learning that goes on is almost
unconscious, as with those things the child
learns from his family, friends, experience and
environment. Informal education is more
haphazard than the other forms of learning
and is not associated with the award of
certificates. But its effects tend to be more
permanent because, unlike formal and non-
formal education which are confined to
learning experiences that are planned in a
specific context for a particular time, informal
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FACTORS IN EFFICIENT LEARNING
THEORIES OF LEARNING
Learning is the process by which we
acquire and retain attitudes,
knowledge, understanding, skills and
capabilities that cannot be attributed
to inherited behavior patterns or
physical growth. Capacity for learning
is related to innate physiological
factors. Rate of learning depends on
both inherited and environmental
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Each types of learning goes by a
different name:
 A) Affective learning has to do with feelings
and values and therefore influences our attitudes
and personalities
 B) Cognitive learning is achieved by mental
processes such as reasoning, remembering and
recall. It helps in problem solving, developing
new ideas and evaluation.
 C) Psychomotor learning has to do with the
development of skills which require efficient
coordination between our brains and muscles,
as when we read or write or carry out physical
skills such as balancing, skipping or juggling.
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leaning
 There are two main ways of leaning
 Deductive learning: this describes the process by
which a learner is presented with a hypothesis or
general principle and applies a number of tests to it to
discover whether it is true or not.
 Inductive learning: this describes the process which
is the reverse of deductive learning. In it, the learner
examines related matters to see whether any general
conclusion can be drawn. A number of theories have
been put forward to explain how we learn. All of them
have conceived of learning as a process that
progresses in stages. John Frederick Herbart was a
German philosopher and educator who worked in the
earlier part of the nineteenth century. He saw learning
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five stages.
 1) Preparation – setting the scene for new knowledge
by drawing together previous knowledge that is
relevant.
 2) Presentation – the act of introducing the selected
new knowledge to the learner
 3) Association – relating the new knowledge to
existing knowledge
 4) Systematization – making sense of the new
knowledge in readiness for its use.
 5) Application – using the new knowledge. An
analogy may help to make it cleaner. Before you can
serve tea to friends, cups, tea and milk must be
brought together; that is Herbart’s
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Cont…
 of stirring the tea to dissolve the sugar. The
fourth stage takes the process from that
where it is still at a preparatory stage,
possibly performed in the kitchen, to that
where the cup of tea becomes a symbol of
friendship or hospitality. The final stage is
where the tea is drunk and thus serves its
intended purpose These principles are
applied in formal teaching but are
regarded as too inflexible by teachers who
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Cont…
 Teachers must train the attention of their children if
the benefits of teaching are to have their fullest effect.
Hundreds of children have to be spoken to twice or
thrice because they have not been trained to listen.
Similarly, much is lost through children not having
been trained to observe. Listening and observing are
habits that should be taught in the home, but if the
home has failed, the teacher must take over. But you
should be aware of young children’s limited capacity
for concentration. The length of time for which a
child’s attention can be on one things is shorts,
therefore give changes of activity and allow him to
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Cont..
 An understanding of these principles
will prevent your giving the types of
lesson found all too often in which
endless talk instead of real experience
is given to the children.
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1) Paying attention
 Paying attention to learning material. In
ordinary life, vast quantities of useful
experience pass us by unnoticed for various
reasons. It may be that we are not very
observant or that we do not understand very
well what we see. Perhaps we are just not
interested, or are so interested in something
that is going on. Attention is necessary if we
are to take note of experience. For example,
in a crowd watching a football match. We all
notice different things and react differently to
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2) Gaining
 Gaining interest in what is to be
learned. “You can lead a horse to the
water but you cannot make him drink.” It
is much the same with children.
Motivation is all important for getting
children to learn once their attention has
been captured. Once children want to
learn, the battle if half – won
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What do they want to learn?
 What do they want to learn? You can
always impose force. You can make pay
attention and compel them to learn with
threats of punishment or promise of rewards.
But the value of such methods is not to be
compared with that in which voluntary
cooperation is gained. Externally imposed
motives always result In shallower degree of
learning than motives that are self-imposed.
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Cont…
 The most common externally imposed motivation in
schools is the use of rewards and punishments.
 Wisely used, both can be effective and stimulating.
Rewards can be of many kinds. Some teachers give
sweets or stars to their children for good work. Some offer
praise or write words of commendation in their exercise
books or in their school reports. In the same way,
punishment can take many forms. Corporal punishment is
forbidden in schools in some countries, but administered
properly, can be very effective and avoid the harmful
effects of some other forms of punishment such as
sarcasm and antagonising attitudes. Non-physical
punishments such as verbal rebukes, giving a child extra
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Cont…
 Two principles to be observed are, first, that
external motivation should be based on a good
teacher-pupil relationship, and secondly, that
rewards and punishments should appropriate
to the age and character of the individual.
There is no point in giving stars as rewards to
children whose age makes them despise them
and it is doubtful if a straight forward beating
will have any effect upon a child already
hardened to physical punishment.
 Self-imposed motivation, on the other hand,
goes deep down into our personality. We tackle
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3. Developing skills and
understanding
 3. Developing skills and
understanding. Skills are physical and
mental abilities that require a high degree
of co-ordination between body and brain
obvious examples of physical skills can be
seen in athletic events such as running,
throwing and jumping, and in sports such
as football and tennis where ball control is
important. Manipulative skills are found in
the technical aspects of art, craft and
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Cont..
 Skill in these leaves he conscious mind free to
exercise its creative powers instead of being
taken up partly by the actual control of the
paint-brush, knife or pen as the case may be
mental skills are needed for proficiency in
reading and computation so that the mind is
freed for the conscious process of thinking and
understanding. The mechanical work of
recognizing words and phrases in one case
and juggling with numbers in the other must
become automatic so that the conscious mind
is concerned only with comprehending the
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Cont..
 If, without thinking, you always behave in a
particular way or do something in a particular
manner. psychologists say you have
developed a habit, for habits are established
patterns of behavior.
 Habits may be physical, such as the way
you walk or take off your spectacles. They
may be mental such as the way you speak,
spell or tackle problems; or they may be the
more familiar social and moral kinds such As
possible nice the longer they are left, the more
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Cont..
 The value of skills and habits lies in their
obvious economy of effort. Once learned, they
have great momentum and continue with little
or no effort from the individual. This leaves the
intellect free to tackle the more important tasks
to hand. Thus the more of our Behavior we can
establish as skills and habits, the more our
minds will be free for the truly intellectual and
creative activities of life.
 Such learning cannot be developed without
active participation by the learner. We learn by
doing, and so full provision needs to be made in
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4. Experimenting with what is
learned.
 4. Experimenting with what is learned. Once
we possess a certain amount of knowledge or
skill. our immediate desire is to use it. Thus the
boy who has just learned to ride a bicycle soon
becomes daring and tries riding at speed. He
takes risks, riding in different attitudes.
Inevitably there are accidents, but these leave
impressions which help to prevent the same
mistakes happening again. Gradually, out of his
experience, the boy learns what is safe and
what is dangerous and just what he can do on a
bicycle. He passes from the stage where10/3/2021

Cont.
 What happens is that new knowledge or
skills invite experimentation and this
continues until they are fully integrated
with previous experience. In children
this experimentation is what we call
play.
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5. Applying learning.
 5. Applying learning. The ultimate value of
knowledge lies in using it. Just as the infant
left with bricks to play with will eventually
build them on top of one another to make a
house or tower, so effective learning in
school is eventually applied to real-life
situations and events.
 There are skills such as reading and
writing that you learned at school and now
use almost every day; but there are likely to
be other things you were taught that have not
approved to useful and you have long since
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Characteristics of Effective Adult
Learning Programs (Billington)
 • Safe and supportive environment
 • Encouragement of experimentation and
creativity
 • Treatment of adult learners as respected peers
 • Self-directed learning
 • Optimal pacing (challenging just beyond
current abilities)
 • Active learning, interaction, and dialogue
 • Regular student-to-faculty feedback
mechanisms
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Principles of Adult Learning
 Adult one who is no longer a child is legally responsible
for their actions adults respect and value their teachers
as parents and respect each other as individuals they
believe that they get from education self-esteem, self-
confidence, self-control and self-respect.
 1. Adults are autonomous and self-directed.
 Adults need to be free to direct their own learning. If the
learning engagement is classroom-based, the facilitator
must actively involve adult participants in the learning
process. Specifically, they have to be sure to act as
facilitators, guiding participants to their own knowledge
rather than supplying them with all of the facts. They
should allow the participants to assume responsibility for
their learning and engage them in discussions,
presentations and group-based tasks. If the learning
engagement is an e-Learning course, the course should
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 2. Adults bring knowledge and experience
to each learning activity.
 Over their lives, adults have accumulated a
wealth of life experiences and knowledge. This
may include family memories, work-related
experiences, and previous education. Linking
new material in a course to learners’ existing
knowledge and experience creates a powerful
and relevant learning experience. Relating
theories and concepts to the participants and
recognizing the value of experience in learning
2. Adults bring knowledge and experience
to each learning activity.
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Adults need learning to be relevant
and practical
 . Adults need learning to be relevant and practical.
 Every day, the human brain takes in hundreds of
thousands of sensory inputs. As the brain processes
these inputs, it begins to sort out information it deems
relevant and important. Relevancy increases the
likelihood information will be retained. Adults must see a
reason for learning something and the learning must be
applicable to their work or other responsibilities in order
for it to be valuable for them. Therefore, learning
engagements must identify objectives for adult
participants before the course begins. By nature, most
adults are practical about their learning. Typically, they will
focus on the aspects of a program most useful to them in
their work. Participants must know how the content will be
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4. Adults are goal-oriented.
 4. Adults are goal-oriented.
 Adults primarily participate in learning
programs to achieve a particular goal.
Therefore, they appreciate an educational
program that is organized and has clearly
defined learning objectives. These need
to be communicated early in the course.
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5. Adults are problem-oriented and
want to apply what they’ve learned.
 Adult learners want to be able to apply
their learning to their work or personal life
immediately. Using examples to help
them see the connection between
classroom theories and practical
application; utilizing problem-solving
activities as part of the learning
experience; and creating action plans
together with learners are important
concepts that enable life application.
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6. Adults are motivated by intrinsic and
extrinsic factors.
 Motivation is that which causes us to act, it
may be external as when we are forced by
someone to act in a particular way or it may be
internal when we want to do something out of a
sense of need or enjoyment internal (Self.
Imposed) motivation goes deeply down into our
personality. We tackle a job because the task
itself interests us, makes us happy or gives us
satisfaction. We say we want to do it, we think
it is important or we think it is use full.
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Cont..
 Adult motivation is closely linked will ams and
goals. Learning is driven by participant
motivation – the more motivated someone is to
participate in training, the more he or she is
likely to learn and retain information. Adults are
motivated by both internal and external factors.
During the first several weeks on the job,
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Cont,,
 Adults are highly motivated to learn. Similarly,
motivation is high when they are faced with
learning a new work process or approach to a
problem. However, as they become more
familiar with the content, learners’ motivation
to learn may wane until a specific need arises.
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7. Adults are pressed for
time.
 7. Adults are pressed for time.
 In today’s fast-paced world, adults have to
juggle demanding jobs, family responsibilities,
and community commitments. Even if they are
highly motivated to learn, the pressures of life
often limit the time many adults can invest in
learning. Therefore, in many cases, learning
must be available when it is convenient for the
learner and delivered in “manageable chunks.”
These may come in the form of modularized e-
Learning programs, podcasts, or webcasts or
may be strategically delivered through informal
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8. Adults have different learning styles.
 8. Adults have different learning styles.
 A learning style refers to how a person
learns, categorizes, and processes new
content. Each person may have multiple
preferred learning styles. In training, each of
these styles should be considered when
delivering content.
 9. Adults are often shay. This may come from
their culture or simply from human nature,
 10. Adults have the first hand experience
 11) Adults don’t follow mach instructions like
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Cont…
 13) Adults have pre-occupation outside the
learning environment.
 14) Adults are called participants or learners.
 15. Adults have greater responsibilities in
managing their own studies.
 16. As adults experience grows, their skills
improve and their learning becomes more
rapid.
 17. Adults search to get know ledge.
 18. Adults use common, sometimes as a joke
or to escape punishment 10/3/2021

Visual
 Learn seeing
 Prefer pictures, diagrams, tables, graphics,
and models
 Like to see the task being performed
 Take detailed notes from lecture for reading
later
 Difficulty following verbal directions
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Auditory
 Learn by hearing
 Need to be told instructions follow lectures
well, do not take many notes
 Able to perform task with only verbal
instruction without seeing it
 Difficulty following written directions
 Difficulty with tasks that include reading

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Kinesthetic
 Learning by doing
 Prefer hands-on activities
 Assemble without reading directions
 Often have good special perceptions
 Must be actively involved in the learning
process
 Lectures and discussions are not beneficial
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Children’s learning
 1) Children’s motivations are external,
externally imposed motives always result in a
shaltower degree of leaning than motives that
are self-imposed.
 2) Children have no choice of content,
teachers control their programs (contents),
because they have no immediate benefit of
choice content.
 3) Children are called students or pupils
 4) Children accept the information presented
to them. 10/3/2021

Cont…
 6) Children have little or experience upon which
to draw (to support)
 7) Children are not time saved
 8) Children’s minds are constantly wandering
from one thing to another and are never
concentrated for more than few minutes.
However attention is necessary, if we are to
take note of experience.
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Cont..
 9) Children learn from their immediate
environment.
 10) Children need special attention from their
teachers and parents.
 11) Children get the impression that they can
learn only when their teacher is present and
teaching.
 12) Children’s learning needs to be monitored to
fill in the gaps of the child’s knowledge
 13) Children have no patience to continue their
learning in order to reach their target. they need
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Cont…
 14) Children need teaching materials to help
them to see the objects when they are
learning. They being to learn the qualities of
materials as they use them, develop
concepts of shapes, size and quantity. They
can save problems involving physical objects
and events 10/3/2021

Cont…
 15) Children learn what they do mostly,
”Learning by doing”
 16) Children’s motivation is usually external in
which we use punishments and rewards,
punishments should aim at shopping and
correcting bad practices. Rewards can be used
to acknowledge success and effort. We never
allow punishments for to become a form of
revenge. Always your punishments for little
offenses . Corporal punishment is for bidden in
schools and some countries, but the child is
given extra duties in and around the school
10/3/2021

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