Erick González Abigail Escobar Katherine Muralles Paola Guerra Keisy Fajardo

Core Competency  A person must demonstrate abilities and skills rather than completion of training courses, or only passing a test.

 “A measurable human capacity that is required for effective performance.  Success?  Persue?  Must surround  Passion  Knowledge  Experience (help, succeed)

Flexible Learning  It is about providing learners with choices regarding when, where and how learning occurs.  (The pace, place and mode of delivery).  It helps to attract and meet the needs of an increasingly. diverse range of students and includes making appropriate use of technology to support the learning process.

What’s the difference between Pedagogy and Andragogy? What do we have to do with our students? Change their lives.

Adult learning facilitator are expected to be competent in several key areas to be considered effective facilitators. They are expected to demonstrate competency in five core areas. Knowledge of Subject Areas Creative Thinking Leadership Classroom Management Commitment

Learning Facilitator

1. Ability to describe and apply modern concepts and research findings regarding the needs, interests, motivations, capacities, and developmental characteristics of adults as learners. 2. Ability to describe the differences in assumptions about youths and adults as learners and implication of these differences for teaching.

3. Ability to assess the effects of forces impinging on learners from the learners from the larger environment and manipulate them constructively. 4. Ability to describe the various theories of learning and assess their relevance to particular adult learning situations.

5. Ability to conceptualize and explain the role of teacher as a facilitator and resource person for self-directed learners.

Learning experience refers to any interaction, course, program, or other experience in which learning takes place, whether it occurs in traditional academic settings (schools, classrooms) or nontraditional settings (outside-of-school locations, outdoor environments), or whether it includes traditional educational interactions (students learning from teachers and professors) or nontraditional interactions (students learning through games and interactive software applications).

Learning experience may also be used to underscore or reinforce the goal of an educational interaction—learning— rather than its location (school) or format (course). The growing use of the term learning experience by educators and others reflects larger pedagogical and technological shifts that have occurred in the design and delivery of education to students, and it most likely represents an attempt to update conceptions of how, when, and where learning does and can take place.

1. Ability to describe the difference between a content plan and a process design. 2. Ability to design learning experiences for accomplishing a variety of purposes tat take into account individual differences among learners.

3. Ability to engineer a physical and psychological climate of mutual respect, trust, openness, supportiveness, and safety. 4. Ability to establish a warm, empathic, facilitative relationship with learners of all sorts.

5. Ability to engage learners responsibility in self-diagnosis of needs for learning. 6. Ability to engage learners in formulation objectives that are meaningful to them.

1. Ability to explain the conceptual difference between didactic instruction and self-directed learning. 2. Ability to design and conduct one- hour, three-hour, one-day, and three-day learning experiences to develop the skills of self-directed learning.

3. Ability to model the role of self-directed learning in your own behavior.

1. Ability to describe the range of methods or formats for organizing learning experiences. 2. Ability to describe the range of techniques available for facilitating learning.

3. Ability to identify the range of materials available for facilitating learning. 4. Ability to provide a rationale for selecting a particular method, technique, or material for achieving particular educational objectives.

5. Ability to evaluate various methods, techniques, and materials as to their effectiveness in achieving particular educational outcomes. 6. Ability to develop and manage procedures for the construction of models of competency.

7. Ability to construct and use tools and procedures for assessing competency development needs. 8. Ability to use a wide variety of presentation methods effectively.

9. Ability to use a wide variety of experimental and simulation methods effectively. 10. Ability to use audience- participation methods effectively.

11. Ability to use group dynamics and small-groups discussion techniques effectively. 12. Ability to invent new techniques to fit new situations.

13. Ability to evaluate learning outcomes and processes and select or construct appropriate instruments and procedures for this purpose. 14. Ability to confront new situations with confidence and a high tolerance for ambiguity.

Planning guide is likely to be important in our objectives, sometimes it involves positive and negative indicators.

Positive IndicatorsNegative Indicators Develops clear goals that are consistent with ageed strategies. Organizes impractical work schedules Identifies priority activities and assignments. No checks on activities, tasks not completed,

Characteristics: Planning guide is like a map about our life and decisions. When following planning guide, you can always see how much you have progressed towards your project goal and how far you are from your destination. Knowing where you are essential for making good decisions on where to go or what to do next.

Action plan techniques Learn to plan efficiently. Simple and powerful techniques to convert your goals and ideas into an effective action plan. Organize Ideas, tips, tools and more to help you organize your life. Time management skills and techniques: The important time skills, techniques, and activities. Personal time Practical information and various goals around our life.

Assess- ment Guidance Building communi -ty Commu- nication Humani- zing Evaluating

1. Ability to describe and implement the basic steps (formulation of program design, evaluation) that under gird the planning process in adult education. 2. Ability to involve representatives of client systems appropriately in the planning process.

3. Ability to develop and use instruments and procedures for assessing the needs of individuals, organizations, and sub-populations in social systems. 4. Ability to use systems- analysis strategies in program planning.

1. Ability to construct a wide variety of program designs to meet the needs of various situations (basic skills training, developmental education). 2. Ability to design programs with a creative variety of formats, activities, schedules, resources, and evaluative procedures.

3. Ability to use needs assessments, census data, organizational records, surveys, etc., in adapting programs to specific needs and clienteles. 4. Ability to use planning mechanisms, such as advisory councils, committees, task forces, effectively.

3. Ability to formulate policies that clearly convey the definition of mission, social philosophy, educational commitment, of an organization. 4. Ability to evaluate organizational effectiveness and guide its continuous self-renewal processes.

5. Ability to plan effectively with and through others, sharing responsibilities and decision making with them as appropriate. 6. Ability to select, supervise, and provide for in-service education of personnel.

7. Ability to evaluate staff performance. 8. Ability to analyze and interpret legislation affecting adult education.

9. Ability to describe financial policies and practices in the field of adult education and to use them as guidelines for setting your own policies and practices. 10. Ability to perform the role of change agent visa-vis organizations and communities utilizing educational processes.

1. Ability to design and operate programs within the framework of a limited budget. 2. Ability to make and monitor financial plans and procedures.

3. Ability to interpret modern approaches to adult education and training to policy-makers convincingly. 4. Ability to design and use promotion, publicity, and public relations strategies appropriately and effectively.

5. Ability to prepare grant proposals and identify potential funding sources for them. 6. Ability to make use of consultants appropriately.